Ключевые слова
Аннотация
This paper explores the critical link between teacher self-efficacy (TSE) and the implementation of inclusive education (IE) practices, based on the analysis of existing open-access literature. Drawing primarily on the systematic review by Wray, Sharma, and Subban (2022) and the contextual study by Martins and Chacon (2021), the study highlights how teachers’ confidence in their ability to teach inclusively is a decisive factor in the success of IE initiatives. The findings emphasize that high TSE correlates with a greater use of inclusive strategies, reduced referrals to special education, and stronger student outcomes. The discussion also outlines how theoretical frameworks like Bandura’s social cognitive theory inform the development of TSE. Implications for Uzbekistan suggest the need for improved teacher training focused on practical, inclusive pedagogies and collaborative school environments to strengthen teachers' efficacy in inclusive settings.
Библиографические ссылки
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