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The Impact of Teaching Practice on Student Self-Efficacy in Undergraduate STEM Classrooms
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Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms
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The Transformational Role of Perceived Self-Efficacy in Combating Online Exam Anxiety
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Teacher self-efficacy: a second-order confirmatory factor analysis of student engagement, instructional strategies, and classroom management among secondary school teachers
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Integrating language and content in mainstream biology classrooms - the experiences of English language learners
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Natural Learning in the Township: A Case Study of Self-Efficacy and Decolonization
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Undergraduate Students’ Perception of Leadership Development Programs and Leadership Self-Efficacy
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Utilizing Video-based Pedagogical Action Research to Transform Teacher Practice in Elementary and Secondary Classrooms
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African creative futures: mainstreaming creativity in the South African skills ecosystem
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Pre-service Teachers’ Self-perceptions of Relationship Skills for Future Work in Schools
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Aggression level and self-efficacy in karate practitioners as a leisure-time motor activity
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Self-efficacy scale in behavior management: Validity and reliability study in a Turkish sample
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Mathematical engagement, self-efficacy, metacognition, and social support as predictors of mathematical problem-solving
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Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey
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Examination of social studies teacher candidates’ views on digital citizenship
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The Impact of Academic Service Learning on Community Self-Service Efficacy: An Exploratory Study of Four Ethical Types
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The effects of microteaching on preservice teachers’ self-efficacy in teaching mapwork
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Artificial intelligence readiness and service innovation performance in hospitality: The role of employee digital self-efficacy and psychological safety
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Knowledge of Scientific Concepts in Science Books at the Primary Stage and Self-Efficacy in Teaching Science among Student Teachers
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An exploration of teachers’ views on the implementation of the inclusive education policy in selected mainstream schools in the Oshana Region, Namibia
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Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school