Author(s)

Alexandros-Stamatios Antoniou¹, Ioannis Geralexis², Garyfalia Charitaki¹

¹Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece.
²Cass School of Education, AKMI Metropolitan College in Collaboration with University of East London, Athens, Greece.

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.

Teacher’s Self-Efficacy, Instruction Strategies, Class Management, Student Involvement, Burn Out

Antoniou, A. , Geralexis, I. and Charitaki, G. (2017) Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach. Psychology, 8, 1642-1656. doi: 10.4236/psych.2017.811108.