Special Education Teachers’ Self-efficacy Beliefs Toward Science Course

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.

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SPECIAL EDUCATION TEACHERS' SELF-EFFICACY BELIEFS and ATTITUDES TOWARDS SCIENCE

International Journal of Education Technology and Scientific Researches ◽

10.35826/ijetsar.208 ◽

2020 ◽

Vol 5 (13) ◽

pp. 1469-1510

Author(s):

Müyesser ÖZTÜRK

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Attitudes Towards Science ◽

Beliefs And Attitudes

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Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

Sustainability ◽

10.3390/su13042300 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2300

Author(s):

Constanza San Martin ◽

Chenda Ramirez ◽

Rubén Calvo ◽

Yolanda Muñoz-Martínez ◽

Umesh Sharma

Keyword(s):

Inclusive Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Inclusive Classrooms ◽

Inclusive Practices ◽

Teacher Qualification ◽

Service Training ◽

Teachers Attitudes ◽

Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

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

Preschool and Primary Education ◽

10.12681/ppej.24646 ◽

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

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

Journal of Psychoeducational Assessment ◽

10.1177/0734282920946143 ◽

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.

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