September 5, 2025Open Access

Influence of Preservice Training and In-Service Development Activities on the Self-Efficacy of Special Education Teachers

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Descriptive-correlational research shows training enhances self-efficacy in special education teachers, suggesting stronger development is essential.

Teachers' self-efficacy was exceptionally high (M = 4.15), particularly when collaborating with support personnel.
A moderate positive connection (r = +0.61) existed between in-service development activities and self-efficacy.
Preservice training focused on identifying student needs but inadequately prepared teachers for facilitating grade advancement.
The study indicates continuous professional development is more beneficial than initial training alone for special education teachers.

Delima et al. (2025) studied this question.

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Descriptive-correlational research shows training enhances self-efficacy in special education teachers, suggesting stronger development is essential.