Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Supervisors info:
Αντωνίου Σταμάτιος - Αλέξανδρος , Επίκουρος Καθηγητής ΠΤΔΕ,ΕΚΠΑ
Original Title:
Αυτοαποτελεσματικότητα Εκπαιδευτικών και Σχολικό Κλίμα στο Πλαίσιο της Συμπερίληψης
Translated title:
Teachers' Self-Efficiency and School Climate in the Framework of Inclusion
Summary:
Teacher efficacy represents a key construct in exploring successful implementation
of inclusive policy. Teachers’ impression of school climate is shown to relate to
several factors, the most important of which being teacher efficacy. However, few studies have shown adequate attention to the above correlation, in particular to the inclusive school context. This study has as its main objective both to investigate the relationship between the school climate and the self-efficacy of teachers in Greece for inclusion and to highlight factors that either favor or impede inclusion, or impact on teachers' perceptions towards students with challenging behaviors. Three hundred and ninety teachers who came from private and public schools of Primary and Secondary Education all over Greece participated in the survey. Analysis on their online questionnaires demonstrate that teachers' perceptions of a supportive school climate are positively related to their teaching efficacy in inclusive classrooms and that their higher levels of teacher efficacy also affects their confidence in evaluating or managing students with challenging behaviors.
Main subject category:
Special education
Keywords:
inclusive education, teacher self-efficacy, school climate, teachers’ perceptions, challenging behaviors
Number of references:
210
