The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education

[EN] Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to e...

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Autores: Kazanopoulos, Spyridon, Tejada Garitano, Eneko, Basogain Olabe, Xabier
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/57160
Acceso en línea:http://hdl.handle.net/10810/57160
Access Level:acceso abierto
Palabra clave:self-efficacy
teachers
inclusive practices
Greek secondary schools
special education
general education
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spelling The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary EducationKazanopoulos, SpyridonTejada Garitano, EnekoBasogain Olabe, Xabierself-efficacyteachersinclusive practicesGreek secondary schoolsspecial educationgeneral education[EN] Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.MDPI2022202220222022info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/57160reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://www.mdpi.com/2227-7102/12/6/383info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).oai:addi.ehu.eus:10810/571602026-06-18T09:23:17Z
dc.title.none.fl_str_mv The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
title The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
spellingShingle The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
Kazanopoulos, Spyridon
self-efficacy
teachers
inclusive practices
Greek secondary schools
special education
general education
title_short The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
title_full The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
title_fullStr The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
title_full_unstemmed The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
title_sort The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
dc.creator.none.fl_str_mv Kazanopoulos, Spyridon
Tejada Garitano, Eneko
Basogain Olabe, Xabier
author Kazanopoulos, Spyridon
author_facet Kazanopoulos, Spyridon
Tejada Garitano, Eneko
Basogain Olabe, Xabier
author_role author
author2 Tejada Garitano, Eneko
Basogain Olabe, Xabier
author2_role author
author
dc.subject.none.fl_str_mv self-efficacy
teachers
inclusive practices
Greek secondary schools
special education
general education
topic self-efficacy
teachers
inclusive practices
Greek secondary schools
special education
general education
description [EN] Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/57160
url http://hdl.handle.net/10810/57160
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.mdpi.com/2227-7102/12/6/383
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http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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