The Level of Self-Efficacy Among Special Education Female Teachers in Public Primary Schools in Zawia City

Abstract

The present study aims to identify the level of self-efficacy among special education female teachers in public schools in Zawia City–Central District, according to the variables of specialization, years of experience, and type of disability.  The study sample consisted of (200) female teachers working with special needs students in schools affiliated with the Educational Monitoring Authority of Zawia–Central District.  The researcher employed the descriptive analytical method and developed a questionnaire to measure self-efficacy among special education teachers.  After statistical analysis, the results revealed that the self-efficacy level of special education teachers in Zawia ranged from moderate to high.  Furthermore, the results indicated no statistically significant differences in self-efficacy attributable to the variables of specialization, years of experience, or type of disability. The study recommended enhancing professional competencies of special education teachers through training courses, workshops, and related seminars that promote self-efficacy; giving greater attention to counseling and guidance programs aimed at strengthening teachers’ self-efficacy; encouraging experienced teachers to sustain a high level of self-efficacy; and directing the Ministry of Education to activate incentive and promotion systems as a motivating factor for teachers’ self-efficacy.