1-	Introduction 

 The trend towards developing national education systems that embrace inclusion around the world has   increased   since   the   publication   of   the Salamanca    Statement    and    Framework    for Education    for   People   with   Special   Needs (UNESCO,1994).  This  trend  has  been  further reinforced by the United Nations Convention on the  Rights  of  Persons  with  Disabilities   and     the     2030     Agenda     for Sustainable    Development    (United    Nations General    Assembly,    2015)        that    considers inclusive  education  a  global  goal  to  achieve human   rights   principles.   Article   24   of   the Convention on the Rights of Persons with Special Needs affirms not only the right to education but also  a  "comprehensive  education  system  at  all levels"  by  the end  of  2015,  which  has  been ratified by most countries around the world. Inclusive education  is defined as "the ability of the  educational  system to provide  the  necessary academic and behavioral support to all students, regardless of disability or difference (i.e. gender, race,  location  or  language),  to  participate  and succeed     in     scholastic     academic,     Social, methodological   and   extracurricular   activities  alongside    their    peers    "    (Parnell,2017,p.3). Inclusion  exceed  geographical  change  in  the classroom  andincludes  a  distinct  mindset  that focuses on the abilities and needs of all students in the classroom (UNESCO, 1994). 

Inclusion has benefits  that  include  both  regular  students  and  with  special  needs  students  .  It  was  found  that students with special needswho receive inclusive education   have  obtained better educational  and social  outcomes  (Rujis  &  Peetsma,  2009).  For regular  students, there  have  been improvements in social skills and tolerance towards their special needs  peers  (Kalambouka,  Farrell,  Dyson,& Kaplan,   2007).   This   is   confirmed   by   recent literature  reviews  that  indicate  the  effectiveness of inclusion in the social and academic outcomes of  all  students,  not  just  students  with  special needs (Black-Hawkins, 2010; Hehir et al. 2017; Rose, Gravel & Gordon, 2014).The   past   three   decades   have   witnessed   an important   educational   reforms   in   relation   to students with special needs. These students were previously  taught  in  separate  schools,  but  large numbers of students with special needs are now taught regularly in public education schools. The composition  of  the   general  education  school classes  in  a  certain    countries  of  the  world,  like Canada  and  the  United  States  of  America,  has changed  dramatically.    96%  of  regular  school teachers   in   the   United   States of   America indicated that there are  one student  with special needs in the class (Rock, Gregg, Ellis, & Gable, 2008  ). This  is  similar  to  Australia,  where  two-thirds  of  all  students  with  special  needs  receive education  in  general  education  schools  (Forlin, Chambers,   Loreman,   Deppeler,   &   Sharma, 2013). However, the proportion of students with special   needs   who   are   educated   in   general schools   in   developing   countries   is   relatively lower than that in advanced countries. Successful     inclusion     requires     a     learning environment that  includes  a  diverse  group  of individuals  and  key  elements.  These  elements includes   school   reform,   changing   attitudes, cooperation,  teaching  strategies    and  enhanced classrooms (Swart & Pettipher, 2011). 

Individuals who play a vital role in the effective implementation  of  inclusive  education  include parents, teachers, school administrators, specialists  in  various  fields  and  support  teams. The  results  of  the  studies  confirm  the  view  that among  all  these  individuals,  teachers  are  key  to successful inclusion and that inclusive education can only be successful if teachers are part of the team that leads this process (Malone et al., 2001). Therefore,  teacher  participation  is  an  essential and    integral    component    of    an    effective implementation of inclusive education (Haskell, 2000;  Forlin,  Cedillo,  Romero-Contreras  et  al., 2010; Donald et al., 2010).Educational literature indicates that teachers are facing increasing stress  to meet the unique needs of  learners  in  inclusive    classes  (Berry,  2010).This requires them to hone their knowledge and skills,  develop  new  knowledge  and  skills  to fulfill  their  roles  as  open  minded    teachers  in order  to  accommodate  the  curricula,  corporate with   other   partners   like      special   education teachers ((Swart& Pettipher,2005).  Thus,  in  order  to  enable  inclusive  education, teachers  need  to  adapt  to  their  changing  roles. This   requires   a   great   sense   of   self-efficacy (Savolainen, Engelbrecht, Nel & Malinen, 2012). Self-efficacy of teachers is one of the factors that has received a great attention among researchers (Al-Qumeiz,2019;   Savolainen,   et   al.,   2012; Meijer & Foster, 1988; Soodak & Podell, 1993). Several  studies  have  indicated  that  self-efficacy is  an  indicator  of  a  willingness  to  teach  in inclusive  classes  (Forlin et  al.  2010;  Malinen, Savolainen, & Xu, 2012; Savolainen et al. 2012). Research shows that teachers with higher levels of   self-efficacy   have   more   positive   attitudes toward inclusion (Malinen, et al.,2012),  are less likely to refer a disadvantaged student to special education services (Soodak & Podell, 1993), and more  willing  to  provide  Special  assistance  to students  with  lower  achievement  levels  (Ross, 1992).    

Self-efficacy        influences    teaching behaviors and the use of creative teaching in the classroom (Holzberger, Philipp, & Kunter, 2013; Schiefele  &  Schaffner,  2015;  Zee  &  Koomen, 2016). Educating students  with special needs in the inclusive  classes impose teachers in front of educational    challenges    (Jennett,    Harris,    & Mesibov,  2003;  Scheuermann,  Webber, Boutot, &   Goodwin,   2003).   The   main   disabilities associated with students with special needs affect the  increased  exposure  of  teachers  to  stress  and burnout,  which  are  factors  associated  with  the attrition    of    teachers'    energies    (Billingsley, Carlson,  &  Klein,  2004;  Boyer  &  Gillespie, 2000). Teachers with high self-efficacy have low stress,  they  continue  to  teach  longer,  and  are more  motivated  than  teachers  with  low  self-efficacy  (Schwarzer  &  Hallum,  2008;  Ware  & Kitsantas,  2007).  Therefore,  the  self-efficacyof teachers  is  a  protective  factor  for  psychological burnout  common   in  the  teaching  profession. Researchers    emphasized  that  it  is  necessary  to pay  attention  to  the  sources  of  self-efficacy    in order to explore how individuals build the beliefs of their own efficacy (Lent, Lopez, & Bieschke, 1991)  .  Because  teachers  ’self-efficacy  in  the inclusive classes is associated with many positive outcomes  within  the  class,  the  researchers  have tended to explore the sources of teachers’ self-efficacy.  Self-efficacy is  based  on  four  sources: performance     achievements,     alternative     or indirect   experiences,   verbal   persuasion   and emotional  states  (Bandura,  1997).  Performance achievements  are  defined  as  feeling  satisfied with successful teaching experiences in the past. Verbal    persuasion    refers    to    self-efficacy judgments based on verbal stimulation of others  such   as   colleagues,    supervisors,    managers, students, and parents. Emotional states represent control  of  the  level  of  activation  (i.e.  fatigue, stress, anxiety, tension and mood), which in turn can   directly   affect   the   provisions   related   to teaching  ability  (Fernandez-Rio  et  al.,  2016). Uncovering   the   sources   of   self-efficacy   for teachers  in  the  inclusion  classes  provides  an important  basis  for  obtaining  important  insightson  how  to  enhance  self-efficacy  during  teacher training    (Gaskill    &    Woolfolk-Hoy,    2002; Lebone, 2004; Henson, 2002). Understanding the potential  sources  of  teacher  self-efficacy  in  the inclusive  classes  helps  to  identify  factors  that should  be  targeted  in professional  development activities  for  teachers  (Morris,  Usher,  &  Chen, 2017).Tschannen-Moran   and   Woolfolk-Hoy   (2007) notes    that    teacher    self-efficacy    is    context specific.  

It  is  important  to  test  the  theoretical assumptions underlying self-efficacy in avariety of  cultural  contexts.  The  cultural  context  is  one of the  most important contexts that  may lead to the  variation  of  teachers  ’self-efficacy.  Many literature  emphasizes  the  need  for  multicultural studies  of  self-efficacy,  which  often  depend  on culture  and  historical  background  (Klassen  & Chiu,    2010;    Klassen,    2004b;    Markus    & Kitayama, 1991).It is  possible that the sources of self-efficacy  of  inclusive  practices  will  depend on cultural background.

2-	Problem Statement 

Research   over   the   past   three   decades   on implementing  inclusive  education  indicates  that the  success  or  failure  of  inclusion  depends  on many    factors    such    as    state    policies,    the availability  of  resources,  the  leadership  of  the principal,    employees    cooperation,    and    the characteristics of teachers such as the acquisition of knowledge, skills, , attitudes toward inclusion and  self-efficacy  (Kuyini,  Desaib  &  Sharma, 2018; Loreman, Sharma & Forlin 2013; Leyser, Zeiger  &  Romi,  2011;  Kuyini  &  Desai,  2008; Friend  &  Bursuck,  2009).  The  self-efficacyof teachers in the inclusive classes is one of the most important factors that may lead to the success or failure of the inclusion. It is associated with many variables  such   as   attitude   towards   inclusion, copying strategies and motivation (Savolainen et al. 2012; Klassen et al. 2011). It affects teachers making  essential  adjustments  in  the  classroom, such    as    adjusting    curriculum    content    or instruction  (De  Boer,  Pijl,  &  Minnaert  2011; Wilson et al. 2016).Bandura  (1997)  notes  that  teachers  build  their beliefs    about    self-efficacy    by    processing information   from   four   sources:   performance achievements, alternative or indirect experiences,  verbal  persuasion,  and  emotional states.  Research    recently  tended  to  reveal  the sources   of   this   self-efficacy   ,   Which   may contribute  to  enhancing  the  self-efficacy  of  in-service  teachers  and    identifying  factors  that should  be  targeted  in  professional  development programs    and    activities.    Many    literature emphasizes  the  need  to  conduct  multicultural studies   of   self-efficacy.   These   international comparisons   are   useful   because   it   provides insight     into     the     factors     that     constitute self-efficacy beliefs in different cultural contexts.  Besides  that,  there  are  not  enough  empirical results  so  far  to  demonstrate  whether countries with a long history of implementing inclusion in general   education   schools   differ   from   the countries  in  which  inclusion  has  begun  to  be implemented.   Comparing   the   self-efficacy   of teaching  practices  in  inclusive  classes  and  their potential  sources  between    Saudi  Arabia  and  Egypt may benefit in providing new insights into the   factors  that  constitute  this  efficacy.  

The results    of    comparative    studies    may    have implications  for  how  to  prepare  and  support pre-service and in-service teachers  to implement inclusion in general education schools (Sharma, Aiello, Pace, Round & Subban, 2018). The   current   research   problem   arises   in   the following questions: 

1.Are there statistically significant differences between  mean  scores  of  self-efficacy  for Saudi teachers and Egyptian teachers?
2.What    is    the    ability    of    performance achievements, alternative experiences, verbal  persuasion  and  emotional  states  in predicting the self-efficacy of Saudi teachers in inclusive  schools?

3.What    is    the    ability    of    performance achievements, alternative experiences, verbal  persuasion  and  emotional  state  in predicting   the   self-efficacy   of   Egyptian teachers in inclusive  schools?


3-	Methodology 

Participants 

Participants  in  the  study  are  in-service  teachers working in elementary schools in  Saudi Arabia and  Egypt in inclusive schools for students with special  needs  and  regular.  They    were  chosen intentionally. The  Saudi  sample  were  (250)  male  and  female teachers  representing  (8)  schools  in  Arar  city, affiliated  to  the  Education  Department  in  the Northern   Borders   Region,   north   of      Saudi Arabia.The  study  instruments    were  distributed among  them,  during  the  month  of  April  2019, (96)  were  retrieved  ,  so,  the  retention  rate  was 38.4%.The   Egyptian   sample   were   (200)   male   and female teachers representing (6) schools in Beba, affiliated to the Beba Educational Administration in  Beni  Suef  Governorate,  south  of  Egypt.  The study instruments  were distributed among them, during  the  march  of  2019,  (88)  were  retrieved  , so, the retention rate was 44%. 

Instruments

-	Teacher self-efficacy scale: This scale was developed by Tschannen-Moran & Woolfolk -Hoy  (2001)  with  the  goal  of determining   the   strength   and   nature   of teachers'  self-efficacy  beliefs.  It  consists  of three   dimensions   including   instructional strategies, student engagement, and classroom management. The researcher used the  abbreviated  form  (12  items).  The  items were distributed among the three dimensions shown  as  follows:  instructional    strategies (5,  9,  10,  12),  student  engagement  (2,3,  4, 11), and classroom management (1, 6, 7, 8). For each item asked teachers to assess their ability   to   influence   the   outcome   ("How much can you do?") in a 9-point Likert scale from 1 to 9: Nothing (1-2), very little (3-4), Some  infulence  (5-6),  quite  abit  (7-8),  a great deal (9). Consequently, the  maximum score  for the  scale  was 108, and the lowest score,   12.   The   scale   author   used   factor analysis    to    test    the    validity    of    the construction      by    225  in-service    and  111 pre-service    teachers    .    Factor    analysis showed   three factors, which accounted for 65% and 61% of the variance respectively . The  factor  analysis  of  the  current  study showed three factors that accounted for 78% of    the    variance.        The    reliability    of instructional strategies, student engagement, and   classroom   management      dimensions were 0.93, 0.94, and 0.95, respectively. The general reliability of scale was  0.96. 
-	The sources of self-efficacy scale:  The SSE scale was prepared by  Hoi, Zhou,Teo & Nie (2017).   The   scale   consists   of   26   items divided   into   four   dimensions,   including performance achievements (1-6), alternative experiences     (7-12),     verbal     persuasion (13-20),  and  emotional  states  (21-26).  The responses  are    according  to  a  seven-point Likert scale, ranging from Strongly Disagree(1 ) to Strongly Agree (7 ). The scale  authors used      factor   analysis   to   investigate   the validity of the  construction. Factor analysis showed  four  factors,  which  accounted  for 71% of the variance. The authors of the scale used  also  confirmatory  factor  analysis.  The results    indicated    that    the    scale    had  acceptable  indicators  (χ2  (293)  =  636.40, SRMR = .057, RMSEA = .069 (.061, .076], TLI = .90, CFI = .91).  Confirmatory factor analysis  was used in the current study to test the  indictors  of  the  SSE  scale.  The  results showed  acceptable  indicators  (χ2  /  df  = 133.154; GFI: .900; CFI:.911; RMSEA: .058; SRMR: .051). The authors of the scale indicated that the alpha coefficient of   the   four   dimensions   of   the   scale; performance achievements, alternativeexperiences,  verbal  persuasion,  emotional states  were 0.89, 0.86, 0.90, and 0.87.  The general    reliability    of    scale    was    0.81. Regarding the current study  , the researcher used  the  Alpha-Cronbach  coefficient.  The results  showed  a  significant    values  for  the four dimensions: performance achievements, alternative experiences, verbal    persuasion,    emotional    states    as following; 0.93, 0.93, 0.93, and 0.9.

Procedures
After   obtaining   official   approvals   from   the Deanship of Scientific Research at the University of  Northern  Borders,  the  researcher  distributed  the  study  measures  to  the  research  sample  in Saudi  Arabia  and  Egypt.  After  two  months,  the researcher    analyzed    the    data    using    SPSS (Ver.23).

Data analysis

The    collected    data    were    analyzed    using Statistical  Package  for  Social  Sciences  (SPSS), version    23    software.    The    researcher    used independent-samples  t-test    to  answer  the  first question   of   the   study.   The   researcher   used stepwise  multiple  regression  analysis  to  answer the second and third question for the study.Results and discussion Regarding  the  first  question  “Are  there statistically significant difference between mean scores  of  self-efficacy  between  Saudi  teachers and Egyptian teachers?  independent –samples t-test was used to analyze the  data.Results  indicated  that  there  were  a significant   differences   in   all   dimensions   of self-efficacy and overall self-efficacy in favor to Egyptian teachers.  

 Regarding  the  second  question  “  What  is  the ability of performance achievements, alternative experiences,  verbal  persuasion  and  emotional states  in  predicting  the  self-efficacy  of  Saudi teachers in inclusive  schools? Stepwise  multiple regression analysis  was used to analyze the data. The model was able to predict (53%) of self-efficacy.. By the stepwise method, four  predictors   were  included  in  the   model; performance achievements , alternative experiences  ,  verbal  persuasion,  and  emotional states . one  of these; performance achievements  successfullypredicted self-efficacy among Saudi teachers . 

Regarding the third question “ What is the ability of     performance     achievements,     alternative experiences,  verbal  persuasion  and  emotional states in predicting the self-efficacy of Egyptian  teachers in inclusive  schools? Stepwise multiple regression analysis was used to analyze the data..  The  model  was  able  to  predict  (13%)  of  self-efficacy. By the tepwise method, four predictors were   included   in   the   model;   performance achievements,   alternative   experiences,   verbal persuasion, and emotional  states.  One   of these; performance achievements successfully predicted self-efficacy among Egyptian  teachers. .  

The results of the research indicated in its answer to the first question that there were  statistically significant  differences  between  Saudi  teachers and  Egyptian  teachers  in  the  self-efficacy  of inclusive  practices  and  its  dimensions;  teaching strategies,    student    engagement    and    class management   in   favor   to   Egyptian   teachers, although the general level of self-efficacy in both countries was below average based on the study scale  (12-108).  This  result  is  consistent  with  Savolainenet  al.(2012),  which  indicated  that there  are  significant  differences  in  a  certain  dimensions  of  the  self-efficacy  of  teachers  in inclusive    schools  between  Finland  and  South Africa,  Sharma  and  Jacobs(2016)  that  indicated there are significant differencesbetween general education  teachers  in  India  and  Australia  in self-efficacy    within    the    inclusive    classes,  Sharma, et  al.( 2018)  which indicated that  there are significant differences in self-efficacy in the inclusive  practices between teachers in Italy and Australia, and  Miesera and Gebhardt(2018) that indicated  significant  differences  in  self-efficacy in inclusive practices among  teachers in Canada and  Germany.  The  researcher  attributes  this  in light  of  the  associations  between  self-efficacy and job satisfaction, classroom teaching practices and student learning outcomes (Anderson, et al., 1988).  In  the  context  of  Egyptian  education, competition  among  students  inside  schools  is very  high,  and  the  teaching  strategies  used  by teachers are more efficient and effective. This is due  to  the  fact  that  the  majority  of  Egyptian teachers work in private teaching after the end of school hours .  

The way to increase the financial returns   from   this   courses  is   to   improve   the teaching process in a desire for students to reach high  levels  of  achievement  excellence.  This  is consistent  with      Heine  and  Hamamura  (2007) and        Kurman    (2003)    indicated    that    the self-efficacy  of  teachers  increases  in  countries where   independence   is   greatly   emphasized. Independence      means   reducing      educational supervision, which applies to teachers in the field of private teaching.  Besides,  the  concept  of  inclusion  is  a  relatively recent    concept    among    Egyptian    education schools. Stakeholders for educational policies in Egypt   have   approved   a   rewarding   financial incentives  for  teachers  in  inclusive  schools  and providing   them   with   a   qualified   and   recent training  courses.  Besides  that,  assigning  special education teachers as experts and supportive for general  education  teachers in  each  educational administration  in  which  the  inclusion  is  applied are provided. These external factors can lead to a shift in the teachers ’locus of control from being external  to  an  internal    where  teachers  believe that  the  outcomes are  more  based on aperson’s own   behavior   than   on   external   sources   and circumstances  (Rotter,  1966).  This  is  consistent with what Teschanen-Moran and Woolfolk-Hoy (2001)    emphasized,    the    close    association between locus of control and self-efficacy. These cultural   differences in   self-efficacy   can   be attributed  to  the  self-enhancement  needs(SEN). SEN  is  defined  as  a  motivation  to  search  for activities and social trends leading to maintaining a  positive  image.  The  motivation  of  Egyptian teachers  to  teach  students  with  special  needs  in inclusive   classes   stems   from   their   desire   to preserve a positive image compared to the Saudi teachers. The researcher believes that the efforts of in-service teacher training  in Egypt in recent years, which focused on developing the skills of teachers in the classroom, with special reference to    skills    in    behavior    management    in    the classroom with various groups of students, have led  to  an  increase  in  teachers'  belief  in  their ability to performing various teaching tasks with acceptance     quality     in     different     teaching situations  and  thus    improving  their  level  of self-efficacy.   Therefore,   the   results   seem   to indicate  that  Egyptian  teachers  now  generally have  a  stronger belief in their ability to manage diverse  needs  and  behaviors  in  the  classroom, design  and  implement  educational  activities  to assist    different    learners    in    learning,    and competence in ensuring student participation and motivation towards learning. The results of the research indicated in its answer to  the  second  and  third  questions  Performance. achievements  or  mastery  experiences  were  the most   predictable   sources   of   self-efficacy   for teachers  in  self-efficacy  in  inclusion  practices, whether in Saudi Arabia or Egypt. These results are    consistent    with    what    Bandura    (1997) indicated that performance achievements are the most   powerful   source   of   self-efficacy.   It   is consistent with (Milner, 2002; Tschannen-Moran &  Woolfolk-Hoy,  2007;  Bruce  &  Ross,  2008; Usher  &  Pajares,  2008;  Malinen  et  al.,  2012; Yada, et al., 2019; Wilson, Woolfson & Durkin, 2020).  

 These   results   are   inconsistent   with Sharma,  Shaukat,  and    Furlonger  (2014)  that indicated          developmental     knowledge     of legislation and policies, and less concerns about teaching in inclusion classes, were key predictors of improving the teaching efficiency  of inclusive practices.  it  is  inconsistent  with    Emam  and  Al-Mahdy  (2019)  which  indicated  the  variation of the self-efficacy of general education teachers in  inclusion    schools  in  Oman,  with  gender differences and the number of years of teaching experience. The  researcher  attributes  the  current  results    in the   light   of   social   cognitive      theory.   SCT   indicates that  the reciprocal relationship between behavioral  and  personal  factors,  where  teachers make    decisions    related    to    their    perceived capabilities based on their previous performance.  When  teachers  look  at  their  past  performance, they can  determine the extent of their ability to teach in the inclusive classes.  When they believe  that  a  certain    strategies  were  successful,    they can use this experience to enrich their practice in the coming years. Likewise, through experience, teachers   may   become   confident   about   their effective  working    strategies  which  leading  to enhancing    the    effectiveness    of    classroom management.

Previous   experience also   helps teachers  motivate  and  engage  students,  which enhances the effectiveness of student engagement in the classroom. The   results   of   the   study   indicate   that   the performance achievements explained 53% of the variance  in  the  self-efficacy  of  Saudi  teachers, while 13% of the variation in the self-efficacy of Egyptian teachers. The researcher attributes this to that there  may be other sources related to the self-efficacy   of   Egyptian   teachers   such   as mastery  of  knowledge  (Morris  et  al.,  2017), collective efficacy (Goddard & Goddard, 2001), school    environment    (Wilson,    Woolfson    & Durkin,  2020),  training,  and  direction  towards inclusion. 

4-	Recommendations

According to the results, the researcher presents the following recommendations: First, Given the small    sample   size   ,   the   results   cannot   be generalized.      Therefore   this   study   must   be repeated again by a large sample. Second, In light of  the  lower  of  the  percentage  of    explained variance  by  the  performance  achievements  for  the  self-efficacy  of  Egyptian  teachers,  future research  must  address  others  sources  of  self-efficacy  of  teachers  in  inclusive    schools  in Egypt.   Third,   Questionnaire -based   studies  cannot provide  complete  answers to explain  the difference in cultural differences in self-efficacy among  teachers.    This  is    requires  in-depth qualitative   analysis,   therefore   future   research should  rely  on  a  mixed  method  that  combines quantitative  and  qualitative  analysis  in  order  to achieve  this  goal.  Fourth,  It  is  important  for researchers  in    Saudi  Arabia  and Egypt    to conduct  comparative  studies  with  samples  from different societies. This will help stakeholders to  assess  the  Saudi  and  Egyptian    situation  related to  teacher  efficacy  in  an  international  context. This    can  help    in  measuring  improvements compared to these other societies.
5-	Conclusions
The  results  of  the  current  study    showed  a significant difference of self-efficacy    in inclusive  schools  between  Saudi  teachers  and Egyptian teachers in favor to Egyptian teachers. Results     indicated     that     only     performance achievements  or  mastery  experiences  are  the successful predictor of self-efficacy among Saudi teachers and Egyptian teachers. The results of the study indicate that the performance achievements explained 53% of the variance in the self-efficacy of Saudi teachers, while 13% of the variation in the self-efficacy of Egyptian teachers.