Abstract
The inclusion of students with special needs in general education classes has become a goal that all educational systems worldwide strive to achieve it. The inclusion of special needs has many benefits, whether for special needs students or regular students. The current study aims to reveal the differences in the self-efficacy among general education teachers in both the Kingdom of Saudi Arabia and the Arab Republic of Egypt. It aims also to reveal the sources of this self-efficacy in both countries. The core study sample consisted of (96) Saudi teachers and (88) Egyptian teachers. The researcher used the teachers 'self-efficacy scale and the teachers' self-efficacy sources scale. The results of the study indicated that there is a significant difference between the average scores of the total self-efficacy and its sub-dimensions between the Saudi and Egyptian sample for the outperform of The Egyptian teachers. It indicated that the source of the mastery experience was a significant predictive of the self-efficacy of the Saudi teachers, and it explained 53% of the variation in self-efficacy. It also indicated that the mastery experience was a significant predictive of the self-efficacy of the Egyptian teachers, and it explained 13% of the variance in self-efficacy.
Highlights
The trend towards developing national education systems that embrace inclusion around the world has increased since the publication of the Salamanca Statement and Framework for Education for People with Special Needs (UNESCO,1994)
Results indicated that there were a significant differences in all dimensions of self-efficacy and overall self-efficacy in favor to Egyptian teachers
The results of the current study showed a significant differences of self-efficacy in inclusive schools between Saudi teachers and Egyptian teachers in favor to Egyptian teachers
Summary
The trend towards developing national education systems that embrace inclusion around the world has increased since the publication of the Salamanca Statement and Framework for Education for People with Special Needs (UNESCO,1994). 96% of regular school teachers in the United States of America indicated that there are one student with special needs in the class (Rock, Gregg, Ellis, & Gable, 2008 ). Research over the past three decades on implementing inclusive education indicates that the success or failure of inclusion depends on many factors such as state policies, the availability of resources, the leadership of the principal, employees cooperation, and the characteristics of teachers such as the acquisition of knowledge, skills, , attitudes toward inclusion and self-efficacy (Kuyini, Desaib & Sharma, 2018; Loreman, Sharma & Forlin 2013; Leyser, Zeiger & Romi, 2011; Kuyini & Desai, 2008; Friend & Bursuck, 2009). 2. What is the ability of performance achievements, alternative experiences, verbal persuasion and emotional states in predicting the self-efficacy of Saudi teachers in inclusive schools?. What is the ability of performance achievements, alternative experiences, verbal persuasion and emotional state in predicting the self-efficacy of Egyptian teachers in inclusive schools?
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