The systematic review of self-efficacy has been conducted between the year 2014 to 2018. The review focuses on mainstream teachers and inclusive teachers’ self-efficacy of special needs. Articles that correspond to teacher’s self-efficacy were collected online and analyzed in detail. A total of 30 articles on self-efficacy have been chosen and analyzed on mainstream teachers and inclusive teachers’ self-efficacy of special needs. Overall, the studies were found to have a positive relationship which affect teachers' self-efficacy on pedagogy, experience, classroom and student management, students’ involvement, teaching strategies, and classroom instructions. The negative factors that were identified are job stress and job satisfaction which is a major factor in the decline on the level of self-efficacy of the mainstream teachers. Additionally, a side-factor that leads to low self-efficacy for inclusive teachers who taught students with special needs in inclusive classes is the lack of training or skills. Lack of qualitative research method in analyzing teachers’ self-efficacy is identified in the review for both categories of teachers. This study has great implications in understanding the importance of self-efficacy as well as the enrichment of teachers’ self-efficacy in the future.
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In-Text Citation: (Ramakrishnan & Salleh, 2018)
To Cite this Article: Ramakrishnan, R., & Salleh, N. M. (2018). Teacher’s Self-Efficacy: A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 8(12), 2379–2402.
Copyright: © 2018 The Author(s)
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