dc.contributor.author | Shaukat, Sadia | |
dc.contributor.author | Vishnumolakala, Venkat Rao | |
dc.contributor.author | Ghanem, Al Bustami | |
dc.date.accessioned | 2022-01-26T13:38:44Z | |
dc.date.available | 2022-01-26T13:38:44Z | |
dc.date.issued | 2018-02 | |
dc.identifier.citation | Al Bustami, G., Shaukat, S., & Vishnumolakala, V. R. (2018). The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: a perspective from teachers engaging students with disabilities. | en_US |
dc.identifier.uri | https://dspace.adu.ac.ae/handle/1/2348 | |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | NASEN | en_US |
dc.subject | Special Education | en_US |
dc.subject | Professional qualification | en_US |
dc.subject | Teacher Education | en_US |
dc.subject | Job satisfaction | en_US |
dc.title | The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: A perspective from teachers engaging students with disabilities | en_US |
dc.title.alternative | journal article | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1111/1471-3802.12425 | |