Teachers' student-specific self-efficacy in relation to teacher and student variables.

Autor/in	Schwab, Susanne
Titel	Teachers' student-specific self-efficacy in relation to teacher and student variables. Gefälligkeitsübersetzung: Die schülerspezifische Selbstwirksamkeit von Lehrern in Relation zu den Variablen von Lehrer und Schüler.
Quelle	In: Educational psychology, 39 (2019) 1, S. 4-18Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2018.1516861
Schlagwörter	Bildung; Erziehung; Inklusive Pädagogik; Eigenschaft; Selbstwirksamkeit; Grundschule; Lehrer; Schüler; Lernbehinderung; Sonderpädagogik; Sonderpädagogischer Förderbedarf
Abstract	This study aims to show the importance of explicitly identifying student-specific teachers' self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers' sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers' general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers' student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers' self-efficacy specifically for individual students compared to a teachers' general self-efficacy towards inclusion is an important addition to previous research. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3