TITLE:
Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach
AUTHORS:
Alexandros-Stamatios Antoniou, Ioannis Geralexis, Garyfalia Charitaki
KEYWORDS:
Teacher’s Self-Efficacy, Instruction Strategies, Class Management, Student Involvement, Burn Out
JOURNAL NAME:
Psychology,
Vol.8 No.11,
August
31,
2017
ABSTRACT: Through this quantitative educational approach, there is an attempt to depict and evaluate the Teaching Self-Efficacy of special educators. The research sample consisted of 200 special educators employed in public special education structures in Greece. The Teachers’ Sense of Efficacy Scale [TSES] was utilized as a research tool. The data collection duration was 2 months (October 2016-November 2016). Results depict high scores in special educators’ Self-Efficacy. No differentiation to Self-Efficacy in relation to gender, experience and age, was identified, which coincides with the findings of recent studies. The results of the study are discussed in terms of educational placement.