Teacher agency for inclusive practices, professional skills, and school support among EFL teachers : a comparative study

Abstract EN

Teaching students with disability in inclusive classroom is one of the issues that preoccupied both policymakers and implementors due to diverse needs-related stress those students place on teachers ‘shoulders.

Teacher related psychological variables are amongst the factors that have an impact on his/her performance such as self-efficacy, attitudes and motivation.

The current study examines one recent variable, namely teacher agency in relation to professional skills and school support.

Convenience sampling was employed to recruit teachers to participate in the study in both Egypt and Oman.

In Oman, 133 teachers submitted their responses (26% males, 74% females), while in Egypt 225 (40% males, 60% females) teachers responded to the survey.

The researchers used Teacher Professional Competence Scale (TPCS) and The Multidimensional Teacher Support Scale.

Results of the study showed that both Egypt and Oman did not moderate the association between teacher agency and professional skills, professional support mediates the association between teacher agency and professional skills, and the two countries (Egypt, Oman) moderate the mediating role of professional support on the association between teacher agency and professional skills.

Implications of the study are discussed in the light of the related literature and cultural relevance.