Theoretical and psychometric review of arabic teachers’ self-efficacy beliefs research

This chapter reviews existing research in teachers’ self-effi cacy beliefs using Bandura’s social cognitive theory as a theoretical framework in the Arab context. The chapters aim to (1) examine the psychometric properties of the available scales of teachers’ self-effi cacy beliefs when used in the Arabic context, (2) analyze the fi ndings related to the levels of Arabic teachers’ self-effi cacy beliefs and its correlates with a focus on its impacts on learners’ outcomes, (3) and outline future research directions that can help advance the research of teachers’ self-effi cacy beliefs particularly in the Arabic context. The scope of the chapter covers published research in teachers’ self-effi cacy that used participants from Arabic-speaking countries. The researcher’s own recent data were analyzed. The work of international researchers (including the work of Dr. David Watkins) was incorporated to achieve the goals of the chapter.