الفاعلية الذاتية لمعلمي التعليم العام في تدريس التلاميذ ذوي صعوبات التعلم

Abstract EN

The purpose of the current study was to investigate the level of self-efficacy of general education teachers in teaching students with learning disabilities.

The relationship between the level of self-efficacy and these selected variables: nature of work , academic qualification, and teaching experience.

Three hundred thirty seven (337) general education teachers and sixty one (61) special education teachers from elementary schools from Riyadh participated in the study.

The Special Education Teachers’ Perceived Self-Efficacy Scale was used to collect data for this study.

The findings showed that the general education teachers perceived their self-efficacy as being not efficient in all scale domains.

The findings also showed significantly differences between general and special education teachers in their perceived self-efficacy in teaching students with learning disabilities.

Academic qualification, and teaching experience significantly correlated with their self-efficacy in particular domains of knowledge and skills.