A Systematic Review of the Influence of Teacher Self-Efficacy on the Use of Assistive Technology

Assistive technologies are essential in narrowing down the achievement gap between students with learning disabilities and able peers. Higher levels of selfefficacy in teachers have consistently shown to correlate with the use of assistive technologies in teaching. This study aimed to review the impact of self-efficacy among elementary and secondary school teachers with their use of assistive technologies. This review intended to summarise the context of self-efficacy in the domain of general inclusive education and explored the instrument used, sample selection, validity and reliability as reported in the selected studies. The electronic databases Education Source, ERIC (Educational Resource Index and Abstracts), EBSCOhost by Elton B. Stephens Company, and Scopus were systematically searched. This study also reviewed published studies from January 2011 to January 2021 with the inclusion criteria selecting studies that focused on self-efficacy and their use of assistive technologies with special educational needs students in inclusive education. Of the 17 reviewed published studies, teacher self-efficacy reported a positive influence and can be used as a predictor for their use of assistive technologies in teaching in inclusive education. Recommendations for future studies include professional development on facilitating changes in teacher self-efficacy to further enhance their use of assistive technologies. (aAbstract by author