Research of teachers' self- efficacy on students with dyslexia

Postgraduate Thesis uoadl:2738565 665 Read counter

Unit:
Κατεύθυνση Λογοθεραπεία - Συμβουλευτική
Library of the School of Education
Deposit date:
2018-04-05
Year:
2018
Author:
Polyzou Dimitra
Supervisors info:
Αλέξανδρος- Σταμάτιος Αντωνίου, Επίκουρος καθηγητής, ΕΚΠΑ
Ευγενία Μαγουλά, Επίκουρη καθηγήτρια, ΕΚΠΑ
Μαριέττα Παπαδάτου- Παστού, Λέκτορας, ΕΚΠΑ
Original Title:
Διερεύνηση αυτοαποτελεσματικότητας των εκπαιδευτικών σε μαθητές με δυσλεξία
Languages:
Greek
Translated title:
Research of teachers' self- efficacy on students with dyslexia
Summary:
The purpose of the current research is the investigation of self-efficacy of teachers to students with dyslexia. The research on self-efficacy in students with dyslexia was carried out in 152 teachers of Primary Education of Public Schools in the Attica region. The questionnaire Teachers' Sense of Efficacy Scale was selected as the main research tool. For the statistical analysis of the survey used the statistical tool SPSS for descriptive and deductive statistics analysis (Independent Samples T-Test, Pearson Correlation). Based on the average of Teachers' Sense of Efficacy Scale, teachers have a moderate degree of self-efficacy. In particular, dimensions of teacher efficiency such as student mobilization, teaching strategy and classroom management varied moderately to a high level. Teachers have a positive attitude and behaviour towards dyslexia, a high level of knowledge about dyslexia and a satisfactory level of perception of their self-efficacy. With the Independent Samples T-Test, self-effectiveness of teachers is influenced by gender, with women tend to have lower self-efficacy which manage their class more difficult. Moreover, it is influenced by the great teaching experience at the level of teaching strategy, behaviour towards dyslexia and perceived self- efficacy while not affected by the level of knowledge in dyslexia, having a postgraduate degree in special education, to face children with behavioural problems and with learning difficulties. All things considered, teachers get a satisfactory degree in the dimensions of self-efficacy (student mobilization, teaching strategy and classroom management). Their attitude and behaviour towards dyslexia are positive with their knowledge at high levels. Perceived self-efficacy is at a satisfactory level. The gender of the teacher influences only classroom management, while teaching experience affects self-efficacy only in teaching strategy. The behaviour towards dyslexia and perceived self-efficacy of teachers affect the degree of overall self-efficacy as opposed to knowledge.
Keywords:
elf-Efficacy, Dyslexia, Teacher, Student
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
90
Number of pages:
105
File: