Identification of Factors Influencing Teachers’ Perceived Self-Efficacy in Inclusive Education
Teacher effectiveness in inclusive education is a crucial factor influencing teachers’ beliefs that they can adapt teaching approaches and methods to meet the needs of every student. The aim of this research is to identify the factors that influence teachers’ perceived self-efficacy in inclusive edu...
| 出版年: | Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji |
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| 主要な著者: | , |
| フォーマット: | 論文 |
| 言語: | 英語 |
| 出版事項: |
Assciation of Special Educators STOL
2025-05-01
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| 主題: | |
| オンライン･アクセス: | https://www.multidisciplinarni-pristupi.com/_files/ugd/f23b54_f1694d3212b24b41a29d02e0258297b7.pdf |
| 要約: | Teacher effectiveness in inclusive education is a crucial factor influencing teachers’ beliefs that they can adapt teaching approaches and methods to meet the needs of every student. The aim of this research is to identify the factors that influence teachers’ perceived self-efficacy in inclusive education. The sample consists of subject teachers (N=85) and classroom teachers (N=154) from primary schools in the Sarajevo Canton. To assess teachers’ perceived self-efficacy in inclusive education, the Teacher Efficacy for Inclusive Practices (TEIP) questionnaire was used. The results indicate that there are certain differences in perceived self-efficacy based on gender (p<0.05). Female participants rated their self-efficacy higher compared to male participants. Teachers tend to perceive their self-efficacy less positively as their age increases. It was observed that there is no difference in perceived self-efficacy between teachers who attended professional development programs and those who did not. |
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| ISSN: | 2637-3270 2831-137X |