Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Emma Wray; Umesh Sharma; Pearl Subban

doi:10.1016/j.tate.2022.103800

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Emma Wray^*
, Umesh Sharma
, Pearl Subban

^*Corresponding author for this work

Research output: Journal Publication › Article › peer-review

198 Citations (Scopus)

Abstract

Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.

Original language	English
Article number	103800
Journal	Teaching and Teacher Education
Volume	117
DOIs	https://doi.org/10.1016/j.tate.2022.103800
Publication status	Published - Sept 2022
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Free Keywords

In-service teachers
Inclusive education
Inclusive education practices
Inclusive pedagogy
Pre-service teachers
Primary school
Secondary school
Teacher self-efficacy

ASJC Scopus subject areas

Education

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10.1016/j.tate.2022.103800

Cite this

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title = "Factors influencing teacher self-efficacy for inclusive education: A systematic literature review",

abstract = "Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.",

keywords = "In-service teachers, Inclusive education, Inclusive education practices, Inclusive pedagogy, Pre-service teachers, Primary school, Secondary school, Teacher self-efficacy",

author = "Emma Wray and Umesh Sharma and Pearl Subban",

note = "Publisher Copyright: {\textcopyright} 2022 Elsevier Ltd",

year = "2022",

month = sep,

doi = "10.1016/j.tate.2022.103800",

language = "English",

volume = "117",

journal = "Teaching and Teacher Education",

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AU - Sharma, Umesh

AU - Subban, Pearl

PY - 2022/9

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N2 - Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.

AB - Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.

KW - In-service teachers

KW - Inclusive education

KW - Inclusive education practices

KW - Inclusive pedagogy

KW - Pre-service teachers

KW - Primary school

KW - Secondary school

KW - Teacher self-efficacy

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U2 - 10.1016/j.tate.2022.103800

DO - 10.1016/j.tate.2022.103800

M3 - Article

AN - SCOPUS:85132512636

SN - 0742-051X

VL - 117

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103800

ER -

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Abstract

UN SDGs

Free Keywords

ASJC Scopus subject areas

Access to Document

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