Κατεύθυνση ΕκπαίδευσηLibrary of the School of Philosophy
«Αιτιακές Αποδόσεις και Πεποιθήσεις Αυτοαποτελεσματικότητας Εκπαιδευτικών για τους Μαθητές με Μαθησιακές δυσκολίες»
"Teacher's Causal Attributions and Beliefs of Efficacy about their Students' Difficulties''
The purpose of this research is to investigate the perceptions of teachers about their student’s difficulties in their education and school performance, as well as to investigate the teachers' efficacy beliefs about the inclusion and inclusion of students with learning difficulties as well as the extent to which teachers use effective teaching strategies to better manage their classroom.
Participants were 80 primary school teachers. Two questionnaires were administeres to the teachers: the Teachers Atttibution Scale (Brady & Woolfson, 2008), the Teacher Self of Efficacy-Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and a questionnaire with demographic factors.
Teachers were found to have a lower sense of self-efficacy in classroom management, but higher self-efficacy in teaching strategies for students with learning disabilities. It has also been found that teacher’s participation in training programs about learning disabilities is an independent factor in the degree of self-efficacy of teachers. Regression analyzes have shown that teacher ratings vary according to the effort students make, and not according to students’ ability and whether they have or not learning difficulties. Finally, as far as the teachers’ causal attributions of learning difficulties, the present study found that teachers’ perceptions are not differentiated according to the existence of learning difficulties, high or low effort and high or low ability.
Main subject category:
Education - Sport science
Key words: teachers’ perceptions, self-efficacy beliefs, causal attributios, students, teachers, learning difficulties.
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