AN EXPERIMENTAL STUDY TO EXAMINE THE TEACHER'S SELF-EFFICACY IN IMPLEMENTING INCLUSIVE PRACTICE WHEN TEACHING LEARNERS WITH SEND IN INTERNATIONAL PRIVATE PRIMARY SCHOOL IN DUBAI
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Date
2019-10
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The British University in Dubai (BUiD)
Abstract
The current research study is on examining teacher’s self-efficacy in implementing inclusive practice. The aim of this study is to determine the impacts of incorporating observation program of inclusion lesson upon self-efficacy of teachers in teaching learning processes of SEND learners in international private primary school. This chapter of this research study provides a brief introduction of the entire topic. It is considered as an important part of this research study because it provides the research question, hypothesis, aim and objectives based upon which the whole research will be formulated.
The researcher has developed the research framework to execute the research investigation after thorough consideration of discussed theories and conceptual models. Analyzing the research onion of Saunders, the researcher has selected interpretive paradigm and undertook a mixed research method to conduct the research.
Analysing the results, the researchers inferred that self-efficacy in inclusive practices is improved with teaching experience, education, and training level. Additionally, the research study successfully achieved the objectives, highlighting that self-efficacy is dependent upon the skills of learning assessment, progress measurement and delivery of provisions. Recommendations are also provided to improve self-efficacy among teachers to facilitate teaching-learning process of SEND students.
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Keywords
self-efficacy, United Arab Emirates (UAE), inclusive practice, SEND learners, teaching learning processes