Sources of self-efficacy beliefs include mastery experiences, modeling, social persuasion, and psychological and emotional states (Appelbaum & Hare, 1996).
Social cognitive theory has been used as a theoretical framework to explore the role of self-efficacy as a mediator in goal setting and performance in human resource, psychological, and school settings. For example in the study of a teacherĘs self-efficacy and persistence through crisis situations, it was found that high levels of self-efficacy resulted in perseverance in the face of hardship (Milner, 2002). Inclusion is a situation that may include difficult aspects which test a teacherĘs self-efficacy. Research has linked training to positive attitudes toward inclusion which may reflect BanduraĘs description of mastery, a component of self-efficacy. Teacher self-efficacy theory can be used to further understand the relationship between teacher attitudes toward inclusion and their perceptions of success of special needs students.
This study will be limited in scope to local high school teachers that will be chosen due to convenience. Thus the results may not generalize to other teachers in different geographic locations. The scope of the study w