Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education

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Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey (2014, background): “1982; Poulin and Walter 1993), whereas some others analysed the composites and noted different findings. For example, Sari (2004) found higher levels of emotional exhaustion and personal accomplishment among female teachers, and lower levels of depersonalisation among male teachers.”
The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “Despite the usefulness of this construct as an indicator of preparedness, there are very few studies that have assessed the impact of teacher preparation for inclusion on self-efficacy for teaching students with exceptional needs (Leyser, Zeiger, and Romi 2011).”
Attitudes towards Inclusion and Self-Efficacy of Principals and Teachers. (2014, background): “…demand changes both at the individual and group level: these changes include the attitudes and convictions of individual teachers as well as those of the teaching staff and principal (Bandura, 1997; Dupoux et al., 2005; Goddard & Goddard, 2001; Leyser et al., 2011; McGregor & Vogelsberg, 1998).”