Jalal Haj Hussien
a Madison Metropolitan School District, Wisconsin, USA
b College of Education, Sultan Qaboos University, Sultanate Oman
(Received 07 April 2014, Final revised version received 06 November 2014)
The objective of this study was to determine general education teachers’ level of self-efficacy in teaching inclusive classrooms and to investigate whether general education teachers’ level of self-efficacy vary according to the domain of knowledge and skills. In addition, the current study examined the relationship between teachers’ gender, school level taught, teaching experience and their self-efficacy. Finally, this study explored the relationship between general education teachers’ self-efficacy and their attitudes toward inclusion. Seven hundred three general education teachers participated in this study. The mean scores of the teachers on the self-efficacy domains suggest that they had high levels of perceived self-efficacy in classroom management, moderate levels in collaboration and assessment, and low levels in special education. The findings also indicated that the perception of general education teachers as to their level of self-efficacy varied significantly according the domain of knowledge and skills. The findings also revealed that male teachers reported significantly higher levels of self-efficacy than female teachers. Moreover, the findings indicate that teachers’ teaching experience and school level taught had a significant relationship with their self-efficacies in some of the domains. Finally, the results showed significant positive correlations between teacher’s self-efficacy and their attitudes towards inclusion.