Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Supervisors info:
Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια του τμήματος Ψυχολογίας, ΕΚΠΑ
Αικατερίνη Λαμπροπούλου, επίκουρη καθηγήτρια του τμήματος Ψυχολογίας, ΕΚΠΑ
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια του τμήματος Ψυχολογίας, ΕΚΠΑ
Original Title:
Στάσεις και αντιλήψεις εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για μαθητές με μαθησιακές δυσκολίες: αυτοαποτελεσματικότητα και διαφοροποίηση της διδασκαλίας
Translated title:
Attitudes and perceptions of secondary school teachers for students with learning disabilities: self-efficacy and differentiation of teaching.
Summary:
The purpose of this dissertation is to explore the relationship between secondary
education teachers’ perceptions of self-efficacy, their willingness to include students with
learning disabilities in the learning process and their perceptions regarding teaching and
differentiated instruction . The sample of the research consisted of 99 teachers, who taught in
the three classes of the secondary and high school. Participants completed a self-report
questionnaire. The three-part questionnaire included: teachers’ demographics; a questionnaire
about teachers' self-efficacy (Capa & Woolfolk, 2005· Fives & Buehl, 2010· Poulou, 2007); a
questionnaire regarding their willingness to work with children with Learning Disabilities
(Rakap & Kaczmarek, 2010) and their perceptions of teaching and its differentiation
(Filippatou & Ventista, 2017). The results of the research showed that there is a positive
correlation between the three factors: self-efficacy, willingness and perceptions about
differentiated instruction regarding pupils with learning disabilities, but there is no significant
correlation between the first two factors with implementation strategies of differentiated
instruction. There was no difference on the dependent variables concerning teachers’ gender
and specialty. Regarding the years of service and specialization in special education, some
differences were observed in terms of teachers’ self-efficacy and willingness. The research
findings are expected to contribute to a better understanding of the perceptions and the needs
of secondary education teachers regarding teaching and differentiated instruction for students
with learning disabilities.
Main subject category:
Philosophy - Psychology
Keywords:
Learning disabilities, self-efficacy, willingness, differentiation of teaching
Number of references:
226
