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Theoretical and Psychometric Review of Arabic Teachers’ Self-Efficacy Beliefs Research

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The Psychology of Asian Learners

Abstract

This chapter reviews existing research in teachers’ self-efficacy beliefs using Bandura’s social cognitive theory as a theoretical framework in the Arab context. The chapters aim to (1) examine the psychometric properties of the available scales of teachers’ self-efficacy beliefs when used in the Arabic context, (2) analyze the findings related to the levels of Arabic teachers’ self-efficacy beliefs and its correlates with a focus on its impacts on learners’ outcomes, (3) and outline future research directions that can help advance the research of teachers’ self-efficacy beliefs particularly in the Arabic context. The scope of the chapter covers published research in teachers’ self-efficacy that used participants from Arabic-speaking countries. The researcher’s own recent data were analyzed. The work of international researchers (including the work of Dr. David Watkins) was incorporated to achieve the goals of the chapter.

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Authors and Affiliations

  1. Department of Psychology, College of Education, Student Counseling Center, Sultan Qaboos University, Muscat, Oman

    Said Aldhafri

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  1. Said Aldhafri
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Correspondence to Said Aldhafri .

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  1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong SAR, China

    Ronnel B. King

  2. Department of Psychology Faculty of Social Sciences, University of Macau, Macau SAR, China

    Allan B. I. Bernardo

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Aldhafri, S. (2016). Theoretical and Psychometric Review of Arabic Teachers’ Self-Efficacy Beliefs Research. In: King, R., Bernardo, A. (eds) The Psychology of Asian Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-576-1_9

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  • DOI: https://doi.org/10.1007/978-981-287-576-1_9

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