Sources of self-efficacy and characteristics of teachers in an inclusive context

Authors

DOI:

https://doi.org/10.37444/issn-2594-5343.v10i1.581

Keywords:

Autoeficácia, Educação inclusiva, Formação de professores, Inclusão escolar

Abstract

This study investigated the relationship between sources of self-efficacy (direct experience, vicarious experience, verbal and/or social persuasion, and emotional and/or physiological states) and teacher characteristics: age, length of service, experience with special education target audiences, type of student disability, and training in inclusive education. One hundred ninety-three elementary school teachers working in regular classes in public, private, and religious schools located in two municipalities in northern Brazil responded to two instruments: a participant characterization questionnaire and the Teacher Self-Efficacy Sources Scale. Factor analysis and correspondence analysis techniques were used for data analysis. The results indicated that the four sources of self-efficacy are strongly associated with four of the five teacher characteristics investigated. It was found that teachers attributed the lowest scores to the four sources of self-efficacy when related to intellectual disability and the highest when related to Global Development Disorder, in addition to high associations between training in inclusive education in the broad sense and the sources. The data indicate that teacher training should be adjusted to respond to educational reforms and equip teachers to deal with the specificities of students in inclusive education.

Author Biographies

Karla Cristina Furtado Nina, Universidade Federal do Pará- UFPA

Professor at the Federal Institute of Pará (IFPA), Belém Campus. Collaborating Professor in the Graduate Program in Public Security (PPGSP) at the Federal University of Pará (UFPA). Pedagogue (UNAMA), PhD and Master in Theory and Research of Behavior (PPGTPC) from UFPA. Specialist in Educational Psychology, with an emphasis on Preventive Psychopedagogy, from the State University of Pará (UEPA).

Edson Marcos Leal Soares Ramos, Universidade Federal do Pará- UFPA

Bachelor in Statistics (UFPA), Master in Statistics (UFPE), and PhD in Production Engineering (UFSC). He is a Full Professor at the Federal University of Pará (UFPA). He is a Professor in the Graduate Program in Public Security at the Federal University of Pará.

Rosamaria Reo Pereira, UNIVERSIDADE FEDERAL DO PARÁ- UFPA

Possui Graduação em Licenciatura Plena em Inglês e Português pela Universidade Federal do Pará (UFPA). Doutora e Pós-doutora em Teoria e Pesquisa do Comportamento (UFPA). Professora do curso de Letras-Inglês na Universidade Federal do Pará.

Gabrielly Araujo Caldas, Universidade Federal do Pará- UFPA

Undergraduate student in Psychology at the Federal University of Pará (UFPA) and Scientific Initiation Fellow (PIBIC/CNPq) in the Human Development Ecoethology research line.

Fernando Augusto Ramos Pontes, Universidade Federal do Pará- UFPA

Psychologist (UFPA), PhD in Psychology (USP), with post-doctoral studies at the University of Brasília (UNB) and the University of Dortmund. Currently, he is a professor at the Center for Theory and Research of Behavior (NTPC/UFPA).

Simone Souza da Costa Silva, Universidade Federal do Pará- UFPA

Psychologist (UFPA); PhD in Psychology from the University of Brasília (UNB), with post-doctoral studies in Rehabilitation Sciences at the University of Dortmund. Currently, she is a professor at the Center for Theory and Research of Behavior (NTPC/UFPA).

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Published

2026-03-03

How to Cite

NINA, Karla Cristina Furtado; RAMOS, Edson Marcos Leal Soares; PEREIRA, Rosamaria Reo; CALDAS, Gabrielly Araujo; PONTES, Fernando Augusto Ramos; SILVA, Simone Souza da Costa. Sources of self-efficacy and characteristics of teachers in an inclusive context. Revista Educação, Psicologia e Interfaces, [S. l.], v. 10, n. 1, p. 1–18, 2026. DOI: 10.37444/issn-2594-5343.v10i1.581. Disponível em: https://educacaoepsicologia.emnuvens.com.br/edupsi/article/view/581. Acesso em: 28 apr. 2026.

Issue

Vol. 10 No. 1 (2026): Revista Educação, Psicologia e Interfaces - Publicação em Fluxo Contínuo 2026

Section

Educação