Guided Group Investigation, Scaffolding Task Questions and Self-Efficacy in Learning to Solve Social Problems in Inclusive Schools

2020 ◽  
Vol 11 (1) ◽  
pp. 1644
Author(s):  
Wiwik Widajati ◽  
Punaji Setyosari ◽  
I Nyoman S. Degeng ◽  
Sumarmi Anon ◽  
Mustaji Anon
Keyword(s):  
Self Efficacy ◽  
Social Problems ◽  
Inclusive Schools

scholarly journals The Effect of ICT Training on the Science Teachers’ Self-Efficacy, Attitudes, and Students’ Academic Performance in Inclusive Schools 2015

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Badrie ELDaou ◽  
Sara Kazan
Keyword(s):  
Academic Performance ◽  
Technology Integration ◽  
Special Needs ◽  
Science Teachers ◽  
Computer Technology ◽  
Self Efficacy ◽  
Computer Technology Integration ◽  
Inclusive Schools ◽  
Ict Training ◽  
Performance Results

The current study explores the effect of ICT training in Activeinspire program in four inclusive schools on the perceived Teacher’s self-efficacy, ICT usefulness and attitudes, and on the students’ science education performance results. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) took place in 2014- 2015 academic year. Also, special needs students’ performance results were collected pre-and post ICT training. This study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration.  Findings of this study revealed that teachers’ self-efficacy in the level of technology, technology use, and attitudes all have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two  which was not trained . The findings suggest that knowledge and beliefs can influence teachers’ intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation r=.6 between teachers’ self-efficacy, knowledge, attitudes, and special education students’ science results. Recommendations, implications and future research were discussed.  Keywords: Activeinspire training; Perceived self -efficacy; Computer technology integration, Academic performance, Inclusion.

The mediating effects of social entrepreneurial antecedents on the relationship between prior experience and social entrepreneurial intent

2018 ◽  
Vol 9 (3) ◽  
pp. 329-346 ◽  
Author(s):  
Jean Paolo G. Lacap ◽  
Hendrati Dwi Mulyaningsih ◽  
Veland Ramadani
Keyword(s):  
Social Support ◽  
Social Entrepreneurship ◽  
Self Efficacy ◽  
Social Problems ◽  
Perceived Social Support ◽  
Prior Experience ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
Social Venture

Purpose The paper aims to investigate how the social entrepreneurial intention antecedents directly and indirectly affect social entrepreneurial intent. The participants of the study were Filipino and Indonesian university students from selected higher education institutions (HEIs). Design/methodology/approach A quantitative research design was used and partial least square-structural equation modeling was used to measure the direct and indirect effects of the structural model. Findings The results revealed that prior experience with social problems positively and significantly affects empathy, moral obligation, social entrepreneurial self-efficacy and perceived social support. Moreover, it was also found that social entrepreneurial self-efficacy and perceived social support positively and significantly affect social entrepreneurial intent, and these two antecedents mediate the positive relationship between prior experience with social problems and social entrepreneurial intent. Research limitations/implications As the present study only examined social entrepreneurial intentions among Filipino and Indonesian university students, other researchers may test the framework in another locale. Others may find interest in identifying the significant difference in social entrepreneurial intent among between or among nations. Practical implications The findings of the present study can benefit HEIs in terms of offering social entrepreneurship programs and courses. The role of HEIs is truly important. Providing an avenue for students for them to be socially entrepreneurial and empowering them to be future social entrepreneurs can truly help in sustainably promoting social entrepreneurship. These can be done by designing relevant learning materials and requirements that will permit students to be social venture creators. Social implications Based on this study, if these students were exposed to social entrepreneurship activities during their university life (prior experience), then the propensity for them to be social venture creators in high. With the myriad problems in the Philippines and Indonesia, exposure to social problems is evident. Through proper inculcation of social entrepreneurial spirit, Filipino and Indonesian students will greatly create massive impact in the landscape of Asian social entrepreneurship. Originality/value The present study offers a new perspective on social entrepreneurial intentions, as it is in Asian setting. It also provides a viewpoint where only social entrepreneurial self-efficacy and perceived social support positively affect social entrepreneurial intent and, at the same time, act as mediators between prior experience with social problem and social entrepreneurial intent. With these results, it enriches the theoretical foundations of social entrepreneurship.

scholarly journals Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Jenny Maurer ◽  
Angelika Becker ◽  
Johanna Hilkenmeier ◽  
Monika Daseking
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Educational Needs ◽  
Self Report ◽  
Stressful Situation ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Special Schools ◽  
School Closures ◽  
Inclusive Schools

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

scholarly journals How special education and rehabilitation students perceive self-efficacy for working in inclusive schools

2019 ◽  
Vol 18 (1) ◽  
pp. 63-84
Author(s):  
Branka Jablan ◽  
Dragana Stanimirović ◽  
Vesna Vučinić ◽  
Dragana Pešić
Keyword(s):  
Special Education ◽  
Self Efficacy ◽  
Inclusive Schools

scholarly journals HUBUNGAN EFIKASI DIRI DENGAN KETERIKATAN KERJA PADA GURU KELAS DI SEKOLAH INKLUSI DI JAKARTA

2020 ◽  
Vol 4 (2) ◽  
pp. 393
Author(s):  
Nathania Tanurezal ◽  
Raja Oloan Tumanggor
Keyword(s):  
Work Engagement ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
The Self ◽  
Classroom Teachers ◽  
Inclusive Schools ◽  
Convenience Sampling ◽  
And Performance

Profession as class teacher in inclusive schools is not an easy profession, especially if the teacher lacks the required competencies. Lack of competence can affect self-efficacy associated with work engagement to classroom teachers. Self-efficacy is one's belief in one's ability to complete a task or goal and to produce the desired positive effect.Meanwhile, work engagement is defined as a positive work attitude and performance that can improve overall company performance.This study aims to determine whether there is a positive relationship between self efficacy and work engagement to classroom teachers in inclusive schools. This research is a non-experimental quantitative research that tests the correlation between two variables using convenience sampling techniques. The measuring instrument used was a self-efficacy scale developed by Jerusalem and Schwarzer, and a work engagement scale developed by Schaufeli, González-Romá, and Bakker. The subjects in this study were 34 class teachers in inclusive schools in Jakarta. The results of the analysis using the Pearson correlation test have the results of r = 0.459, p = 0.006 <0.05, so it can be concluded that self efficacy has a significant positive relationship with work engagement to class teachers in inclusive schools. Then it can be said that the higher the self efficacy is, the higher the work engagement will be. Vice versa, the lower the self efficacy is, the lower the work engagement will be. Profesi guru kelas di sekolah inklusi bukanlah profesi yang mudah, terutama apabila guru kurang memiliki kompetensi yang dibutuhkan. Kurangnya kompetensi dapat mempengaruhi efikasi diri yang dikaitkan dengan keterikatan kerja pada guru kelas. Efikasi diri merupakan keyakinan seseorang atas kemampuan yang dimiliki oleh seseorang agar dapat menyelesaikan suatu tugas atau tujuan dan dapat menghasilkan efek positif yang diinginkan. Sementara keterikatan kerja adalah Keterikatan kerja didefinisikan sebagai sikap dan performa kerja positif yang dapat meningkatkan performa perusahaan secara keseluruhan. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan positif antara efikasi diri dengan keterikatan kerja pada guru kelas di sekolah inklusi. Penelitian ini merupakan penelitian kuantitatif non eksperimental yang menguji korelasi antar dua variabel dengan menggunakan teknik convenience sampling. Alat ukur yang digunakan adalah Skala Efikasi Diri yang dikembangkan oleh Jerusalem dan Schwarzer, serta Skala Keterikatan Kerja yang dikembangkan Schaufeli, González-Romá, dan Bakker. Subyek pada penelitian ini merupakan 34 orang guru kelas di sekolah inklusi di Jakarta. Hasil analisis menggunakan uji korelasi Pearson memiliki hasil r = 0.459, p = 0.006<0.05, sehingga dapat disimpulkan bahwa efikasi diri memiliki hubungan positif yang signifikan dengan keterikatan kerja pada guru kelas di sekolah inklusi. Maka dapat dikatakan bahwa semakin tinggi efikasi diri, maka akan semakin tinggi keterikatan kerja. Demikian juga sebaliknya, semakin rendah efikasi diri, maka semakin rendah juga keterikatan kerja.

scholarly journals Bagaimana self-efficacy calon guru siswa dengan disabilitas di sekolah inklusi?: Studi di berbagai Perguruan Tinggi

2020 ◽  
Vol 9 (1) ◽  
pp. 51-66
Author(s):  
Meta Silfia Novembli ◽  
Nur Azizah
Keyword(s):  
Students With Disabilities ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
School Teacher ◽  
The Self ◽  
Study Program ◽  
Inclusive Schools ◽  
Inclusive Instruction ◽  
Ministry Of Higher Education ◽  
Instructional Collaboration

AbstractThe prospective teacher must have both academic and competency readiness. Besides, they must have self-efficacy on their own ability to later teach in schools, especially inclusive schools. However, until now research that discusses how Prospective teachers’ self-efficacy in teaching students with disabilities is still very limited and unclear. The purpose of this study is to reveal the self-efficacy profile of prospective teachers in teaching students with disabilities in inclusive schools as seen in three sub-constructs namely using inclusive instruction, collaboration, and managing behavior. The type of research is a survey. The population is the students of the Elementary School Teacher Education Study Program with a sample of 234 people. The data were collected using a scale of self-efficacy for prospective teachers with alpha coefficient 0,983. The data analyzed using descriptive statistics. In general, the self-efficacy of prospective teachers is in the moderate category. Based on the three sub-constructs of self-efficacy, prospective teachers in using inclusive instructional, collaboration, and managing behavior also are in a medium category. Implications may be reviewed further by the Ministry of Higher Education and University.Key Words: Prospective Teachers; Collaboration; Managing Behavior; Self-Efficacy; Using Inclusive InstructionAbstrakCalon guru harus mempunyai kesiapan baik akademik maupun kompetensi sebelum mengajar di sekolah. Selain itu, calon guru harus mempunyai self-efficacy atas kemampuannya sendiri untuk nantinya mengajar di sekolah terutama sekolah inklusi. Namun, hingga kini penelitian mengenai bagaimana self-efficacy calon guru untuk mengajar siswa dengan disabilitas masih sangat terbatas. Tujuan dari penelitian ini adalah menjelaskan gambaran self-efficacy calon guru untuk mengajar siswa dengan disabilitas di sekolah inklusi yang dilihat pada tiga sub konstruk yaitu using inclusive instructional, collaboration, dan managing behavior. Metode penelitian adalah survei dengan pendekatan kuantitatif. Populasi penelitian adalah mahasiswa Program Studi Pendidikan Guru Sekolah Dasar dengan partisipan sebanyak 234 orang. Pengumpulan data menggunakan skala self-efficacy calon guru dengan koefisien alpha 0,983. Analisis data menggunakan statistik deskriptif. Secara umum self-efficacy calon guru berada pada kategori sedang. Berdasarkan ketiga sub-konstruk self-efficacy calon guru yaitu dalam using inclusive instructional, collaboration, dan managing behavior juga memiliki kategori sedang. Implikasi dapat dikaji lebih lanjut oleh Kementerian Pendidikan Tinggi dan Universitas.Kata Kunci: Calon Guru; Kerja Sama; Manajemen Perilaku; Self-Efficacy; Pembelajaran Inklusif 

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