Impact of Prosocial Behavior and Teacher’s Selfefficacy on School Adjustment of Physically Handicapped Students

Abstract

The present study was designed to investigate the impact of prosocial behavior and the moderating role of teachers’ self-efficacy on school adjustment of physically handicapped students. To assess the impact of prosocial behavior the sample of physically handicapped students (154 male students and 146 female students) ages ranged 11 to 17 (M = 15. 38, SD = 1.78) was taken from different special education centres in Islamabad and Mardan district of KP. The data were analyzed in SPSS version-26. Findings show that there exists a significant positive relationship between prosocial behavior and school adjustment of physically handicapped students. Furthermore, the results show that if the teacher has high self-efficacy the number of school adjustments will be enhanced. The study has several implications in the special education sector and the daily life of physically handicapped students.