Naslov
Teacher self-efficiency in working with children with disabilities

Autori
Krampač-Grljušić, Aleksandra ; Mihanović, Vesna ; Ivančić, Dajana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
9th International Conference of the Faculty of Education and Rehabilitation Sciences University of Zagreb: Book of Abstracts / Sekušak Galešev, Snježana ; Jeđud Borić, Ivana ; Hržica, Gordana ; Bradarić Jončić, Sandra ; Jandrić Ničević, Anita ; Kuvač Kraljević, Jelena ; Martinec, Renata ; Ricijaš, Neven ; Wagner Jakab, Ana - Zagreb : Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 2017, 94-94

ISBN
978-953-6418-87-9

Skup
ERFCON 2017

Mjesto i datum
Zagreb, Hrvatska, 17.05.2017. - 19.05.2017

Vrsta sudjelovanja
Ostalo

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
teacher ; self-efficiency ; children with disabilities

Sažetak
The purpose of this study was to explore teacher self-efficiency in working with children with disabilities, to determine the contribution of certain variables in explaining self-efficiency and to examine the differences in the self-efficiency of teachers, with regard to work experience and their work, as lower or upper primary teachers. The research sample included 146 teachers, 16 male participants and 130 female participants, of ages between 24 and 66. Average age of participants was 44, 04 years. Total sample included 59 teachers in lower primary school and 87 teachers in upper primary school. Teachers from 4 primary schools participated in the study. Self-efficiency in working with children with disabilities was examined with adapted version of The Teacher efficacy for Inclusive Practices scale (TEIP ; The Teacher efficacy for Inclusive Practices, 2012, Sharma i sur., according to Krampač-Grljušić, Ivančić). Results of the analysis showed that significant predictors in explaining the teachers’ self-efficiency in working with children with disabilities are age and education, while the experience in working with children with disabilities was not found as a significant variable. In accordance with the expectations we confirmed there was a statistically significant difference in self-efficiency between teachers in lower primary school and teachers in upper primary school. Teachers in lower primary school showed a significantly higher score on a self-efficiency scale than the teachers in upper primary school. The additional analysis found significant difference between teachers in lower primary school and upper primary school at subscale efficiency in collaboration and efficiency in dealing with disruptive behaviors. The difference in self-efficiency between teachers in relation to work experience was not found, contrary to what was expected. Taking into consideration that for a successful educational inclusion, teacher self-efficiency in working with students with disabilities is one of the most important elements, results of this research indicate the need or further study of teacher self-efficiency in inclusive work.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

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