Self-efficacy beliefs in teachers regarding teacher’s knowledge for inclusive education

Abstract

Self-efficacy beliefs in teachers are related to their judgment of being able to implement actions in the classroom aiming at affecting students’ self-efficacy, motivation, and performance. Given the importance of this motivational construct in teachers, this research aimed to investigate self-efficacy beliefs in regular teachers of Elementary School regarding the performance of pedagogical practices related to the literature-based procedural knowledge to favor the inclusion process of students with Special Educational Needs (SEN). It was adopted the survey method. The data was collected through semi-structured interviews and then organized into one category and 10 subcategories. The results identified that the self-efficacy beliefs of the participating teachers were more positively related to: developing a positive emotional and affective climate within the classroom regarding SEN students; working collaboratively with other professionals; evaluating and organizing the physical space of the classroom; and identifying the difficulties of SEN students. Low self-efficacy beliefs were also identified when it relates to evaluating the learning of SEN students and organizing inclusive pedagogical activities. The results indicate that mastering the procedural knowledge for inclusive education interferes with the teachers' self-efficacy belief of working with SEN students and that the teachers' self-efficacy belief influences how they organize pedagogical practice with SEN students.