VARIABLES DEMOGRÁFICAS Y OCUPACIONALES SOBRE LA AUTOEFICACIA DE LOS DOCENTES DE EDUCACIÓN ESPECIAL EN GRECIA
DOI:
https://doi.org/10.30827/eticanet.v25i1.31758Keywords:
autoeficacia, docentes de educación especial, educación inclusiva, capacitación docenteAbstract
Teacher self-efficacy is an important aspect of successful pedagogical practices in special education where students with special educational needs can benefit from teachers’ improved cognitions and internal reflection. This quantitative study examined the levels of self-reported self-efficacy of 600 special education teachers in Greece and the extent to which self-efficacy differs significantly according to demographic and occupational variables. Through the use of the short version Teacher Sense of Efficacy Scale (TSES), teachers reported a high sense of self-efficacy, and the demographic and work characteristics of the sample significantly differentiated self-efficacy as it is reflected on the score of the three subscales of classroom management, involving students in the educational process and teaching strategies. Findings were congruent with most studies, indicating that special education teachers may have different personal characteristics compared to teachers of inclusive education.
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