فاعلية الذات لدى معلمي و معلمات صعوبات التعلم بمحافظة الأحساء في ضوء بعض المتغيرات

Abstract EN

The purpose of this study was to identify the level of self-efficacy of male and female teachers of students with learning difficulties in Al-Ahsa governorate, and investigate the difference between them regarding their teaching self-efficacy and general self-efficacy according to some variables (gender, years of experience, achievement’s level of school’s students and number of cases they succeeded in dealing with).

The descriptive method was followed in this study.

The sample consisted of (32) female and (39) male teachers who participated in answering the self-efficacy scale which was used in this study.

The findings revealed that the level of self-efficacy was moderate among the male and female teachers in Al-Ahsa governorate.

In addition, no statistically significant differences attributable to the (gender) variable was found, while the differences attributed to the (experience) are statistically significant in the favor of those with more years of experience, and the (level of school students) variable in favor of above-average level.

The results, also, showed that number of successes in dealing with students learning difficulties is directly proportional to teachers’ self-efficacy.

The recommendation of the study were the necessity of providing teachers with scientific and practical experiences, and studying the problem of general decline in students’ level in some schools which affects the general and teaching self-efficacy of teachers of students with learning difficulties.