The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature

Adapt Phys Activ Q. 2023 Feb 13;40(4):758-780. doi: 10.1123/apaq.2022-0135. Print 2023 Oct 1.

Abstract

The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities.

Keywords: disability; integrated classes; physical educators.

Publication types

  • Systematic Review
  • Review

MeSH terms

  • Disabled Persons*
  • Humans
  • Physical Education and Training
  • Self Efficacy*
  • Students
  • Surveys and Questionnaires