skip to main content
Show Results with:

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Dukmak, Samir; Aburezeq, Ibtehal M.; Khaled, Ahmed

International journal of economics and business research. Volume 17:Number 1 (2019); pp 34-52 -- Inderscience Enterprises Ltd

Online access

  • Title:
    Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates
  • Author: Dukmak, Samir;
    Aburezeq, Ibtehal M.;
    Khaled, Ahmed
  • Found In: International journal of economics and business research. Volume 17:Number 1 (2019); pp 34-52
  • Journal Title: International journal of economics and business research
  • Subjects: Business--Periodicals; Economics--Periodicals; regular classroom teachers--teaching self-efficacy--attitudes--inclusion--United Arab Emirates--UAE; Dewey: 330.05
  • Rights: Licensed
  • Publication Details: Inderscience Enterprises Ltd
  • Abstract:

    Teaching children with disabilities in the regular classrooms can be influenced by the teachers' attitudes towards these children and their perception of their self-efficacy in teaching them. This study examined the regular classroom teachers' perceived sense of teaching self-efficacy in relation to their gender and attitudes towards these children. Participants were 455 UAE public regular classroom teachers. For the study purposes, two scales were completed by teachers to investigate their attitudes towards children with disabilities, and their perceived sense of self-efficacy in teaching them. Results revealed that male teachers viewed their sense of teaching self-efficacy better than females. In all, teachers' attitudes towards inclusion were supportive. Male teachers showed more supportive attitudes towards inclusion than females. In addition, teachers' attitudes toward inclusion became more positive when their sense of teaching self-efficacy was greater. Teachers' positive attitudes towards inclusion and their positively perceived sense of self-efficacy in teaching can be used as predictors of a successful inclusion.


  • Identifier: System Number: ETOCvdc_100079642889.0x000001; Journal ISSN: 1756-9850
  • Publication Date: 2019
  • Physical Description: Electronic
  • UIN: ETOCvdc_100079642889.0x000001

Searching Remote Databases, Please Wait