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A Systematic Literature Review on Best Practices Observed Regarding Self-Efficacy and Job Satisfaction among Inclusion Teachers

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Bibliographic Details
Title: A Systematic Literature Review on Best Practices Observed Regarding Self-Efficacy and Job Satisfaction among Inclusion Teachers
Language: English
Authors: Qiana D. Appleton
Source: ProQuest LLC. 2021Ed.D. Dissertation, Trevecca Nazarene University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 109
Publication Date: 2021
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Self Efficacy, Job Satisfaction, Inclusion, Best Practices, Teaching Experience, Individual Differences, Teachers
ISBN: 979-85-16-93272-4
Abstract: The systematic literature review focused on the relationships between self-efficacy and job satisfaction of inclusion teachers. The research focused on the best practices' teachers utilized to increase their levels of self-efficacy and the best methods that worked to increase job satisfaction levels. Years of teaching was also a critical component of this systematic literature review. This review examined how years of teaching experience may or may not impact inclusion teachers' levels of self-efficacy and job satisfaction levels. Throughout the review, various common themes were discovered that show a close relation of self-efficacy and job satisfaction of inclusion teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28418203
Accession Number: ED667048
Database: ERIC
Description
Abstract:The systematic literature review focused on the relationships between self-efficacy and job satisfaction of inclusion teachers. The research focused on the best practices' teachers utilized to increase their levels of self-efficacy and the best methods that worked to increase job satisfaction levels. Years of teaching was also a critical component of this systematic literature review. This review examined how years of teaching experience may or may not impact inclusion teachers' levels of self-efficacy and job satisfaction levels. Throughout the review, various common themes were discovered that show a close relation of self-efficacy and job satisfaction of inclusion teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-85-16-93272-4