824
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
GLOBAL ENGLISHES AND THEIR IMPLICATIONS FOR ESL TEACHING
METHODOLOGIES
Gafurova Nodira Ravshanovna
Department of English Practical Course at Fergana State University, Fergana city,
Uzbekistan. PhD.
https://doi.org/10.5281/zenodo.15692212
Abstract.
This paper explores the critical link between teacher self-efficacy (TSE) and the
implementation of inclusive education (IE) practices, based on the analysis of existing open-
access literature. Drawing primarily on the systematic review by Wray, Sharma, and Subban
(2022) and the contextual study by Martins and Chacon (2021), the study highlights how
teachers’ confidence in their ability to teach inclusively is a decisive factor in the success of IE
initiatives. The findings emphasize that high TSE correlates with a greater use of inclusive
strategies, reduced referrals to special education, and stronger student outcomes. The discussion
also outlines how theoretical frameworks like Bandura’s social cognitive theory inform the
development of TSE. Implications for Uzbekistan suggest the need for improved teacher training
focused on practical, inclusive pedagogies and collaborative school environments to strengthen
teachers' efficacy in inclusive settings.
Key words:
teacher self-efficacy, inclusive education, teacher training, educational
equity, classroom practice, Uzbekistan, student diversity.
Introduction
Inclusive education (IE), rooted in international mandates such as the Salamanca
Statement (UNESCO, 1994) and the Convention on the Rights of Persons with Disabilities
(United Nations, 2006), aims to ensure equitable access to education for all learners, including
those with disabilities and diverse learning needs. Central to achieving this goal is the concept of
teacher self-efficacy (TSE), which refers to teachers' beliefs in their ability to effectively teach
and support all students. As inclusive education becomes a normative expectation in educational
policy, a growing div of research emphasizes that the practical success of these initiatives is
largely determined by teachers’ perceptions of their competencies, resilience, and preparedness.
Recent studies, including those by Wray, Sharma, and Subban (2022) and Martins and
Chacon (2021), underscore the direct relationship between teacher self-efficacy and the
successful implementation of inclusive practices. The literature reveals that TSE not only affects
the quality of inclusive pedagogy but also influences whether students with learning differences
are supported within mainstream classrooms or referred out to special education programs. The
effectiveness of inclusive education, therefore, rests not merely on systemic reforms but on
empowering teachers through both foundational training and continuous support systems that
enhance their self-belief and instructional adaptability.
Methodology
In their investigation, Wray et al. (2022) and Martins and Chacon (2021) employed a
qualitative approach based on the analysis of existing literature. Specifically, Wray et al.
conducted a systematic literature review to examine international findings on the impact of
teacher self-efficacy on inclusive education practices. Martins and Chacon (2021), drawing from
open-access scholarly sources, reviewed theoretical and empirical data to identify key sources of
teacher self-efficacy in the Brazilian context.
825
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
This method allowed both studies to synthesize diverse perspectives and reveal patterns
across different educational settings, offering a broader understanding of the role of TSE in
inclusive pedagogy.
Results
An analysis of Wray, Sharma, and Subban’s (2022) systematic literature review reveals a
critical correlation between teacher self-efficacy (TSE) and the effective implementation of
inclusive education (IE) practices. Inclusive education, founded on principles of equity and
access, has been recognized globally through frameworks such as the Salamanca Statement
(UNESCO, 1994), the Dakar Framework (UNESCO, 2000), and the Convention on the Rights of
Persons with Disabilities (United Nations, 2006). Despite these policy efforts and legal
frameworks, many education systems struggle to translate these ideals into classroom realities.
Wray et al. (2022) highlight that this struggle is often rooted not in policy gaps, but in classroom-
level factors, particularly teacher readiness and belief in their capabilities to enact inclusive
strategies (p. 2).
A consistent finding across the reviewed literature is the pivotal role TSE plays in
fostering inclusive classroom environments. Teachers with high self-efficacy are more likely to
adopt inclusive practices, such as differentiated instruction and accommodating diverse learning
needs (Sharma, Sokal, Wang, & Loreman, 2021; Weiss et al., 2019). For example, in classrooms
where TSE was elevated, there was a noticeable reduction in the referral of students to special
education programs (Yada, Leskinen, Savolainen, & Schwab, 2021), indicating that these
teachers felt competent in supporting students with diverse abilities within mainstream settings.
This not only aligns with the goals of IE but also emphasizes how teacher beliefs directly affect
student placement and educational equity (Wray et al., 2022, p. 5).
The theoretical framework underlying TSE—drawing from Bandura’s (1997) social
cognitive theory, Rotter’s (1966) locus of control, and Ajzen’s (1991) Theory of Planned
Behaviour—emphasizes the interaction of personal beliefs, environmental conditions, and
behavioral outcomes. These theories suggest that teachers’ confidence in their ability to teach
inclusively can be strengthened through mastery experiences, social modeling, and positive
reinforcement. As Wray et al. (2022) explain, when teachers perceive themselves as capable,
they are more resilient in the face of challenges and more inclined to employ student-centered
pedagogies that align with inclusive ideals (p. 4). This has far-reaching implications, as higher
TSE correlates with increased student academic achievement and motivation (Sharma & George,
2016).
An analysis of Martins and Chacon (2021) reveals that teacher self-efficacy is a crucial
determinant in the implementation of inclusive education practices. Inclusive education in Brazil,
as defined by Law No. 9394/1996, mandates that all students, including those with disabilities,
giftedness, and developmental disorders, must have equitable access to learning opportunities.
However, teachers often face challenges in meeting these diverse needs, and their confidence in
their own capabilities—i.e., their self-efficacy—directly influences the success of inclusion
efforts. As Martins and Chacon note, inclusive education is not contingent upon specialized
teacher training for different groups but rather on comprehensive, quality training that prepares
all educators for diverse classroom contexts (Martins & Chacon, 2021, p. 2). When teachers
perceive themselves as ill-equipped, they are more likely to fall back on clinical discourses that
externalize responsibility by attributing students' difficulties to organic deficits (Silva & Ribeiro,
2017), weakening their sense of agency.
826
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
The emotional toll of such perceived inadequacy is evident in Faria and Camargo’s
(2018) systematic review, which highlighted prevalent feelings among elementary teachers, such
as distress, helplessness, and fear, stemming largely from their unpreparedness to handle
inclusive classrooms. These emotions signal a critical gap between teacher preparation and the
realities of inclusive schooling. The reliance on specialized support staff, like caregivers and
experts, often stems not from pedagogical necessity but from teachers’ diminished self-efficacy,
reflecting a perceived transfer of responsibility (Matos & Mendes, 2015). This suggests a
correlation between insufficient training and the reluctance or inability to assume full
pedagogical responsibility for all students—further underscoring the role of self-efficacy as a
foundational element in inclusive education.
Martins and Chacon (2021) emphasize that collaboration between generalist and
specialist teachers is essential, but this must not result in the regular teacher abdicating
responsibility for inclusive pedagogical practices. Feelings of insecurity often drive attempts to
transfer responsibility, reinforcing the importance of practical, reflective teacher education
programs that explicitly build self-efficacy. This aligns with Miranda et al. (2013), who argue
that teacher training disconnected from classroom realities fails to translate theoretical
knowledge into practice, especially for pre-service teachers. Without experiential learning and
scaffolded opportunities to engage with inclusion in real contexts, future educators are likely to
view their academic preparation as abstract and irrelevant to day-to-day teaching demands.
The studies collectively demonstrate a clear correlation: teacher self-efficacy is both a
product of and a prerequisite for effective inclusive education practices. Where training is
inadequate or overly theoretical, teachers often feel unprepared, which compromises their
confidence and leads to emotional strain, reduced agency, and the marginalization of inclusive
responsibilities. Thus, fostering inclusive classrooms requires not only structural policy support
but also targeted investment in teacher education programs that blend theory with immersive,
context-sensitive practice. Doing so can empower teachers to embrace inclusivity with
competence and confidence, thereby supporting all learners equitably (Martins & Chacon, 2021,
pp. 2–3).
Discussion
Both Wray et al. (2022) and Martins and Chacon (2021) converge on the central idea that
teacher self-efficacy is a critical driver in translating inclusive education policy into practice.
Wray et al. demonstrate that teachers with strong self-efficacy are significantly more inclined to
employ inclusive instructional strategies such as differentiated teaching, thus reducing reliance
on referrals to specialized education. This finding is echoed by Martins and Chacon, who
emphasize that teachers' feelings of unpreparedness often arise from a lack of practical, inclusive
training—leading to emotional responses like fear and helplessness, and reliance on deficit-based
models of student ability (Martins & Chacon, 2021, p. 3).
Theoretical underpinnings of TSE further reinforce these findings. Drawing from
Bandura's social cognitive theory and Ajzen’s Theory of Planned Behaviour, Wray et al. (2022)
articulate how beliefs about capability influence not only teaching behavior but also emotional
resilience. Similarly, Martins and Chacon highlight that inadequate teacher preparation—
particularly training that is overly theoretical and divorced from classroom realities—can
undermine teachers’ sense of competence and their willingness to take initiative in inclusive
settings (Martins & Chacon, 2021, p. 4).
827
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
The correlation across the studies affirms that when teachers experience mastery and
receive collaborative support, their efficacy beliefs increase, leading to more effective inclusive
practices.
Both articles stress the significance of collaborative teaching environments in supporting
teacher self-efficacy. Martins and Chacon (2021) argue that inclusive education cannot rely
solely on special educators; rather, it necessitates collaboration between generalist and specialist
teachers. Wray et al. (2022) support this by illustrating how school-wide inclusive cultures—
where peer modeling and institutional reinforcement are common—strengthen TSE. This shared
finding suggests that systemic support structures and peer networks are essential for fostering the
confidence and skills required to meet the varied needs of all learners.
Conclusion
In conclusion, the alignment between the findings of Wray et al. (2022) and Martins and
Chacon (2021) provides strong evidence that teacher self-efficacy is not just a psychological
construct, but a foundational element in the implementation of inclusive education. High levels
of self-efficacy enable teachers to engage in proactive, adaptive, and student-centered
pedagogies, thereby minimizing exclusionary practices and enhancing educational equity.
Conversely, feelings of inadequacy or isolation among teachers often result in reliance on rigid
or exclusionary teaching models, highlighting the urgent need for context-relevant, practice-
based teacher training programs.
For countries like Uzbekistan, which are in the process of modernizing their educational
frameworks to meet international inclusive education standards, these findings offer crucial
guidance. Strengthening teacher preparation programs, integrating inclusive pedagogy into pre-
service and in-service training, and building collaborative school environments will be key
strategies. Investing in teacher self-efficacy not only fulfills global commitments to inclusive
education but also ensures that all students—regardless of ability—are given the opportunity to
thrive within mainstream classrooms.
References
1.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human
Decision Processes, 50(2), 179-211.
2.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change.
Psychological review, 84(2), 191.
3.
Faria, P. M. F., & Camargo, D. (2018). Teacher’s emotions in relation to the school
inclusion process: A systematic review. Revista Brasileira de Educação Especial, 24(2),
217-228. doi:10.1590/s1413-65382418000200005
4.
Martins, B. A., & Chacon, M. C. M. (2021). Sources of teacher self-efficacy in teacher
education for inclusive practices. Paidéia (Ribeirão Preto), 31, e3109.
5.
Matos, S. N., & Mendes, E. G. (2015). Demandas de professores decorrentes da inclusão
escolar [Demands of teachers arising from school inclusion]. Revista Brasileira de
Educação Especial, 21(1), 9-22. doi:10.1590/S1413-65382115000100002
6.
Miranda, M. J. C., Dall’Acqua, M. J. C., Heredero, E. S., Giroto, C. R. M., & Martins, S.
E. S. O. (2013). Inclusão, educação infantil e formação de professores [Inclusion, early
childhood education and teacher education]. Marília, SP: Oficina Universitária; São
Paulo,
SP:
Cultura
Acadêmica.
Retrieved
from
https://www.marilia.unesp.br/Home/Publicacoes/aflivro_13_miranda.pdf
828
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
7.
Sharma, U., & George, S. (2016). Understanding teacher self-efficacy to teach in
inclusive classrooms. In Asia-pacific perspectives on teacher self-efficacy (pp. 37-51).
Rotterdam: SensePublishers.
8.
Sharma, U., Sokal, L., Wang, M., & Loreman, T. (2021). Measuring the use of inclusive
practices among pre-service educators: A multi-national study. Teaching and Teacher
Education, 107, 103506.
9.
Silva, R. M., & Ribeiro, L. L. (2017). Permanências do modelo médico nos discursos dos
professores de educação especial [Permanences of the medical model in the speeches of
special education teachers]. Revista Educação, Arte e Educação, 13(1), 141-166.
doi:10.5965/1984317813012017141
10.
Weiss, S., Lerche, T., Muckenthaler, M., Heimlich, U., & Kiel, E. (2019). Making
inclusive instruction succeed: What matters (most) from teachers’ perspectives? The role
of teachers’ personal characteristics, joint professional work, and school-related
parameters. Educational Research and Evaluation, 25(3-4), 145-162.
11.
Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for
inclusive education: A systematic literature review. Teaching and Teacher Education,
117, 103800.
12.
Yada, A., Leskinen, M., Savolainen, H. & and Schwab, S. (2022), Meta-analysis of the
relationship between teachers’ self-efficacy and attitudes toward inclusive education.
Teaching
and
Teacher
Education,
109
(2022)
103521,
1-15.
https://doi.org/10.1016/j.tate.2021.103521
