Teachers' Sense of Efficacy in Their Work with Pupils with Learning, Emotional and Behavioural Difficulties

Autor/inn/en	Kuronja, Maja; Cagran, Branka; Krajnc, Majda Schmidt
Titel	Teachers' Sense of Efficacy in Their Work with Pupils with Learning, Emotional and Behavioural Difficulties
Quelle	In: Emotional & Behavioural Difficulties, 24 (2019) 1, S.36-49 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuronja, Maja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2018.1530499
Schlagwörter	Behavior Problems; Emotional Disturbances; Self Efficacy; Teacher Student Relationship; Foreign Countries; Inclusion; Mainstreaming; Elementary School Students; Special Education; Special Needs Students; Learning Disabilities; Special Classes; Residential Institutions; Residential Programs; Slovenia + Suchen Sie Ihr Suchwort? Gefühlsstörung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung; Special class; Sonderklasse; Wohnumgebung; Sozialer Wohnungsbau; Slowenien
Abstract	This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers' self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils' learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils' engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils' disruptive behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01