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Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach
Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece
Cass School of Education, AKMI Metropolitan College in Collaboration with University of East London, Athens, Greece
Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece
- 1 Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece
- 2 Cass School of Education, AKMI Metropolitan College in Collaboration with University of East London, Athens, Greece
- 3 Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece
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Abstract
Through this quantitative educational approach, there is an attempt to depict and evaluate the Teaching Self-Efficacy of special educators. The research sample consisted of 200 special educators employed in public special education structures in Greece. The Teachers’ Sense of Efficacy Scale [TSES] was utilized as a research tool. The data collection duration was 2 months (October 2016-November 2016). Results depict high scores in special educators’ Self-Efficacy. No differentiation to Self-Efficacy in relation to gender, experience and age, was identified, which coincides with the findings of recent studies. The results of the study are discussed in terms of educational placement.
KeywordsTeacher’s Self-EfficacyInstruction StrategiesClass ManagementStudent InvolvementBurn Out
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