1University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines
Journal of Innovations in Teaching and Learning.
2026,
Vol. 6 No. 1, 43-51
DOI: 10.12691/jitl-6-1-7
Copyright © 2026 Science and Education PublishingCite this paper: Arlyn B. Elorde, Heidemae R. Tabor, Laila S. Lomibao. A Critical Review of Self-Efficacy Questionnaires for Mathematics and Special Education Teachers in Inclusive Mathematics Classrooms.
Journal of Innovations in Teaching and Learning. 2026; 6(1):43-51. doi: 10.12691/jitl-6-1-7.
Correspondence to: Arlyn B. Elorde, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. Email:
elordearlyn@gmail.comAbstract
Teacher self-efficacy is a key predictor of instructional quality, student engagement, and academic achievement. Inclusive mathematics classrooms require both mathematics and special education teachers to pair high self-efficacy with competencies in mathematics, differentiation, collaboration, and inclusive instructional practices. This literature review aims to investigate the self-efficacy scales currently used to measure the aforementioned competencies in inclusive mathematics classrooms. By conducting a systematic search of published studies from 2000 to 2025 using databases such as Web of Science, Scopus, and ERIC, and employing citation tracking according to predefined inclusion/exclusion criteria, the following analysis examined the characteristics, dimensions, and psychometric properties of seven instruments. Based on the results, all seven instruments have a satisfactory level of reliability and provide evidence of either construct or convergent validity; however, none of them cover the full set of competences required by both mathematics and special education teachers in inclusive classrooms. The most common self-efficacy dimensions include instruction, classroom management, collaboration, differentiation, behavior management, and pedagogical content knowledge of mathematics. Nevertheless, there is a gap in research on the relationships between self-efficacy and other education-related variables and a lack of specific validation of the instruments mentioned for inclusive mathematics classrooms. Therefore, current scales partially meet the requirements of measuring teacher self-efficacy in inclusive mathematics classes. This review recommends developing and validating a new self‑efficacy scale for inclusive mathematics classrooms, particularly in contexts where policies and curricula emphasize inclusive math education.
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