Abstract:
The present study aimed to identify the effectiveness of a program based on the social cognitive theory in developing the professional self efficacy of female student teachers who teach to learning disabilities pupils. To achieve this purpose, a sample of 49 female students of Taibah University, College of Education, were selected and divided into two groups; an experimental group of 26 and a control group of 23. A scale of professional self efficacy for the teacher of learning disabilities pupils was developed by the researcher and was administered on the sample. The proposed program was administered on the experimental group. Then the scale was administered once again to assess the effectiveness of the program in enhancing the group’s professional self efficacy. T-test was run to identify the differences between mean scores of both groups. Results showed that there are significant differences in the different dimensions of the scale of professional self efficacy and in the scale as a whole. The difference was in favor of the students of the experimental group.
