Self-efficacy and attitudes as mediators between teacher knowledge and readiness to deliver sexuality education
A systematic literature review
Bibliographic Data
| ID | 19515331 |
|---|---|
| Authors | Muhamad Zaiful Zainal Abidin (0009-0000-2043-8702, University Putra Malaysia, corresponding author), Shamsulariffin Samsudin (0000-0002-3599-6974, University Putra Malaysia) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-04-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sex Education (JOURNAL) |
| Journal identifiers | ISSN: 1468-1811 • E-ISSN: 1472-0825 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14681811.2026.2662610 |
| OpenAlex | W7155096867 |
| Language | EN |
| References cited | 34 |
Teacher readiness is recognised as a critical determinant of effective sexuality education; however, extensive evidence indicates that knowledge alone cannot guarantee pedagogical confidence, cultural competence or curriculum fidelity. This systematic review examines how self-efficacy and attitudes mediate the translation of teacher knowledge into instructional practice. Guided by PRISMA procedures, searches of Scopus, Web of Science and ERIC identified 19 empirical studies published between 2020 and 2025 that met inclusion and quality criteria. Three core themes were identified: (1) teacher competence, knowledge structures and professional readiness, highlighting persistent gaps in confidence, comfort, and cultural alignment that limit teachers’ capacity to address sensitive content; (2) training models, pedagogical approaches and implementation support, demonstrating that structured and context-responsive professional development enhances self-efficacy and attitudinal readiness; and (3) learner perceptions, inclusivity and sexual health outcomes, illustrating how students’ experiences of relevance and representation shape engagement and behavioural outcomes. Across the evidence, self-efficacy and attitudes emerged as decisive psychological pathways determining whether knowledge is translated into effective practice. The review concludes that strengthening sexuality education requires sustained investment in contextualised teacher training, inclusive curricula, and multi-level institutional support
Human sexuality · Knowledge level · Qualitative research · Sexual identity · Sexuality education · Systematic review · Adolescent Sexual and Reproductive Health · Marriage and Sexual Relationships · Sexual function and dysfunction studies
International technical guidance on sexuality education
Motivation and social cognitive theory
The PRISMA 2020 statement
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Understanding novice teachers’ perspectives on China’s sexuality education
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Initiation and delivery of comprehensive sexuality education in Japanese schools
Remote Implementation of a School-Based Health Promotion and Health Coaching Program in Low-Income Urban and Rural Sites
I wouldn't have felt so alone”
Understandings and enactments of social justice pedagogies in Swedish physical education and health practice
Sexual and reproductive health knowledge, perceptions and experiences of women in Saudi Arabia
Pornography Consumption Among Young People
| Highly cited | No |
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