Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities

ABSTRACT

This study of 105 Australian in-service teachers investigated the relationship between teacher self-efficacy and teachers’ causal beliefs towards students with and without specific learning disabilities. Results found that teachers reporting higher levels of teacher self-efficacy provided more positive feedback, less frustration, and held lower expectations of future failure towards all students, regardless of students’ ability levels, effort expenditure, or the presence of a specific learning disability. Additionally, teachers reporting higher levels of teacher self-efficacy displayed greater sympathy towards students who expended low effort. The findings suggest that teachers with higher levels of teacher self-efficacy may undertake a teacher-intrapersonal causal search to explain student underachievement, in comparison to teachers with lower levels of teacher self-efficacy who may undertake an interpersonal causal search.

KEYWORDS:

• Teacher self-efficacy
• attribution theory
• specific learning disabilities
• inclusion

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Public schools in Australia are primary and secondary schools that are government funded and operated.

Additional information

Notes on contributors

Stuart Woodcock

Dr Stuart Woodcock is Associate Professor in the School of Education and Professional Studies. Dr Woodcock’s research focuses on teacher self-efficacy, specific learning disabilities, and the systemic support that is in place for teachers and principals to manage and teach inclusively.

Ellie Faith

Miss Ellie Faith is currently engaged in primary school teaching practice in New South Wales, Australia. Her research focus encompasses teacher perspectives, pedagogy, and professional development for inclusive practice. More specifically, Miss Faith’s research interests include teacher attributions, teacher self-efficacy, and pedagogy to support students with specific learning disabilities.