Abstract:

The concept of inclusive education is an ever-evolving phenomenon, adapting alongside the ongoing development of societal consciousness. Inclusive education denotes a flexible educational system that ensures the rights of all children, preventing discrimination based on disability, gender, ethnicity, or other criteria. Furthermore, it guarantees the right to learn within the mainstream education system, fostering a common learning environment that provides equal learning opportunities for all students. This is achieved by appropriately tailoring learning conditions, offering individualized support tools, and creating avenues for each child to cultivate their personality, talents, creativity, and abilities. Importantly, this occurs within an inclusive framework that promotes learning alongside peers, free from experiences of discrimination and segregation (Lithuania. Education in the Country and Regions. 2022. Inclusive Education).

Inclusive education stands as a foundational principle and philosophy within all educational systems. The Sustainable Development Goals for 2030 (UN, 2015) articulate the objective to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" (SDG 4). In this transformative process, the assistant teacher assumes a pivotal role. Presently, as the Lithuanian education system undergoes shifts associated with inclusive education, characterized by the restructuring of institutions in alignment with the objectives of the Inclusion Action Plan for 2021–2024, it becomes imperative to scrutinize the significance of self-efficacy in the activities and skills enhancement of assistant teachers.

Object of Study: the self-efficacy of assistant teachers in the educational process.
Research Aim: to critically examine the theoretical dimensions of the self-efficacy of assistant teachers.
Research Method: a comprehensive analysis of scientific literature.

Assistant teachers, operating within the realms of pre-school, primary, secondary, high school, special education, and vocational training programs, facilitate the autonomous participation of students with moderate to profound special educational needs in both educational and extracurricular activities. Collaborating with teachers, educators, special educators, speech therapists, and other specialists, assistants work within student groups. (Exemplary Job Description of the Assistant Teacher, 2004). Self-efficacy, as conceptualized by Bandura (1977), pertains to an individual's beliefs concerning their capacity to execute a particular task. This concept is fundamental within the domain of social-cognitive psychology, encompassing an individual's belief in their ability to regulate their functioning and control events associated with their professional activities.

Keywords:

Inclusive education, self-efficacy, assistant teacher, educational process.