Teachers’ self-efficacy in the implementation of inclusive education: Literature review

Abstract

Self-efficacy of teachers is a teacher's belief in self-competence that can be demonstrated in a given situation. Self-efficacy teachers have been extensively researched including in the context of inclusive education involving students with special needs. This study aims to conduct a literature review of the predictors and consequences of teacher self-efficacy in the setting of inclusive education involving S. Search literature using online database include ERIC, ProQuest, and Science Direct. The keywords used in the search was (SEN inclusion) ( antecedent OR consequence ) AND teacher self-efficacy. A total of 33 articles (N = 3472) were reviewed through a series of screening steps based on established inclusion and exclusion criteria. The findings show that the teacher's self-efficacy predictors come from internal (e.g. knowledge, personality profiles, experience interacting with disabled people, teaching experience, an experience of training) or external or situational (e.g. school climate). Teacher self-efficacy can have an impact on attitudes and behaviors on inclusion, work attitude (e.g. burnout, job satisfaction), collective self-efficacy, and student-related decision making (referral bias). There are contradictory research findings of and limited research on the impact of teacher self-efficacy on the development or achievement of students with special needs into findings that also become suggestions for further research, especially in Indonesia. Keywords : teachers’ self-efficacy, inclusion, Special Educational Needs (SEN), and review