scholarly journals General And Special Education Teachers’ Knowledge And Self-Efficacy Regarding Autism

2022 ◽  
Vol 8 (1) ◽  
pp. 35-69
Author(s):  
Dr. Aeshah M Alshehri
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy

scholarly journals Investigation of Difficulties Faced by Special Education Teachers and Their Self-Efficacy Beliefs

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 57-69
Author(s):  
Pelin Piştav-Akmeşe ◽  
Nilay Kayhan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Special Education Services ◽  
Education Services ◽  
Service Training ◽  
Undergraduate Programs ◽  
Future Practice

Abstract Quality special education services are closely related to the quality and the efficacy of the teachers. The purpose of this study is to investigate the difficulties faced by the special education teachers and their selfefficacy beliefs. The study included 84 special education teachers. Data for the study were collected using the Tool for Identifying Difficulties Faced by Special Education Teachers and Teacher Interpersonal SelfEfficacy Scale. Results showed that while the difficulties faced by the teachers did not differ based on gender, they differed significantly based on the undergraduate programs from which the teachers graduated, type of the school in which the teachers worked and the need for the in-service training. Another finding of the study was that the self-efficacy beliefs of the teachers do not differ based on their gender, undergraduate program from which they graduated and type of the school they worked in. However, self-efficacy beliefs of the teachers differed according to their need for in-service training. Recommendations for future practice is presented. Öz Özel eğitim hizmetleri öğretmenlerin niteliği ve etkililiği ile yakından ilişkilidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin karşılaştıkları güçlükler ve öz-yeterlik inançlarını incelemektir. Çalışma 84 özel eğitim öğretmeni ile yürütülmüştür. Araştırmanın verileri Özel Eğitim Öğretmenlerinin Karşılaştığı Zorlukları Belirleme Aracı ve Kişilerarası Öz-Yeterlik Ölçeği ile toplanmıştır. Öğretmenlerin karşılaştıkları güçlüklerin cinsiyete göre farklılık göstermediği gözlenirken, mezun oldukları lisans programına, görev yaptıkları okul türüne ve hizmet içi eğitim gereksinimleri olup olmama durumuna göre gruplar arasında anlamlı farklılık görülmüştür. Araştırmanın diğer bir bulgusu ise, öğretmenlerin öz-yeterlik inançlarının cinsiyetlerine, mezun oldukları lisans programına ve çalıştıkları okul türüne göre farklılık göstermediği, ancak hizmet içi eğitim gereksinimleri olup olmama durumuna göre değiştiğini ortaya koymaktadır. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur.

scholarly journals Secondary special education teachers’ beliefs towards their teaching self-efficacy

2021 ◽  
Vol 9 (1) ◽  
pp. 28
Author(s):  
Konstantinos Mastrothanasis ◽  
Konstantinos Zervoudakis ◽  
Efstathios Xafakos
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Secondary Special Education ◽  
Teachers Beliefs

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

2020 ◽  
pp. 073428292094614
Author(s):  
Ming-Hui Lu ◽  
Fei-Fan Pang ◽  
Xiao-Meng Chen ◽  
Yu-Qing Zou ◽  
Jia-Wei Chen ◽  
...  
Keyword(s):  
Special Education ◽  
Psychometric Properties ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Psychoeducational Assessment ◽  
Sense Of Efficacy ◽  
Life Scale ◽  
Teacher Self Efficacy

Teacher self-efficacy plays an important role in special education; yet, the literature on the measurement of teacher self-efficacy in this field is limited. This study investigated the psychometric properties of the Teachers’ Sense of Efficacy Scale with a sample of Chinese special education teachers ( N = 401, 24.19% male). Confirmatory factor analysis indicated that the Chinese special educational version of the Teacher's Sense of Efficacy Scale (CS-TSES), modified from the Asian model by Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries. Journal of Psychoeducational Assessment, 33(8), 769-779, showed an excellent fit. Additionally, correlations were observed between the results of the CS-TSES and both the Multidimensional Scale of Perceived Social Support and the Satisfaction with Life Scale, providing criterion-related validity. In sum, the findings indicated that the TSES is applicable to special education teachers in the Chinese context.

scholarly journals Determination of Self-efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables

2017 ◽  
Vol 5 (3) ◽  
pp. 160 ◽  
Author(s):  
Cahit Nuri ◽  
Mukaddes Sakalli Demirok ◽  
Cemaliye Direktör
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Primary Schools ◽  
Working Hours ◽  
Ministry Of Education ◽  
Turkish Republic ◽  
Education Management ◽  
Significant Difference ◽  
Burn Out

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers’ educational levels, teachers’ daily working hours, and teachers’ daily student numbers.7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research.The Maslach Burn-out Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis.The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.

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