Perceived self-efficacy among subject teachers in light of inclusive education in Jordan.

Abstract

The current study aimed to identify the level of perceived self-efficacy among teachers in light of inclusive education in Jordan. The study followed the descriptive survey method. The study sample included (421) male and female teachers from the northern governorates of Jordan. To achieve the objectives of the study, the Perceived Self-Efficacy Scale was applied after verifying its psychometric properties. The results indicated that the study members had a (high) level of perceived self-efficacy, as the dimension of inclusive teaching came at a (high) level, and after behavior management it came at a (high) level, while the dimension of cooperation came at a (high) level. The results also indicated that there were no statistically significant differences in perceived self-efficacy according to gender, and in the variable number of years of experience attributed to (less than 10 years). Accordingly, the researcher recommends that teachers should benefit from educational technology in their educational practice, so that they can use modern educational tools and applications to enhance student interaction, provide different educational opportunities, and improve education.