Abstract
The present study was designed to investigate the impact of prosocial behavior and the moderating role of teachers’ self-efficacy on school adjustment of physically handicapped students. To assess the impact of prosocial behavior the sample of physically handicapped students (154 male students and 146 female students) ages ranged 11 to 17 (M = 15. 38, SD = 1.78) was taken from different special education centres in Islamabad and Mardan district of KP. The data were analyzed in SPSS version-26. Findings show that there exists a significant positive relationship between prosocial behavior and school adjustment of physically handicapped students. Furthermore, the results show that if the teacher has high self-efficacy the number of school adjustments will be enhanced. The study has several implications in the special education sector and the daily life of physically handicapped students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
