一般教育教师的心理福祉与自我效能关系研究

This study examined the influence of psychological well-being on teacher self-efficacy among general education teachers in inclusive classrooms in Clark County School District, Nevada, USA. Anchored on Social Cognitive Theory, the study sought to determine the level of psychological well-being and teacher self-efficacy, examine the relationship between these variables, and identify whether psychological well-being predicts teacher self-efficacy. A quantitative descriptive-correlational research design was employed. Data were gathered through adapted and validated questionnaires administered to