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    The impact of teachers' characteristics on their self-efficacy and job satisfaction: A perspective from teachers engaging students with disabilities

    Access Status
    Fulltext not available
    Authors
    Shaukat, S.
    Vishnumolakala, Venkat Rao
    Al Bustami, G.
    Date
    2019
    Type
    Journal Article
    
    Metadata
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    Citation
    Shaukat, S. and Vishnumolakala, V.R. and Al Bustami, G. 2019. The impact of teachers' characteristics on their self-efficacy and job satisfaction: A perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs. 19 (1): pp. 68-76.
    Source Title
    Journal of Research in Special Educational Needs
    DOI
    10.1111/1471-3802.12425
    ISSN
    1471-3802
    School
    School of Molecular and Life Sciences (MLS)
    URI
    http://hdl.handle.net/20.500.11937/69903
    Collection
    • Curtin Research Publications
    Abstract

    The study investigated the impact of Pakistani special education teachers' characteristics like gender, age, background qualification, teaching experience and professional qualification on their self-efficacy beliefs and job satisfaction. The study employed a quantitative research design comprising 94 female and 24 male teachers from five public schools located in the district of Lahore. The findings from self-efficacy and job satisfaction measures indicate that teachers' characteristics like gender, age, academic education and teaching experience had significant influence on self-efficacy beliefs and job satisfaction. Female teachers exhibited higher level of self-efficacy beliefs and job satisfaction to teach students with diverse needs as compared with their male counterparts. However, a significant correlation between self-efficacy and job satisfaction was not found. This study suggests professional training programs tailored to enhance male and female teachers' self-efficacy beliefs and job satisfaction while addressing the needs of children with disabilities.

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