| Summary: | 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)
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