Secondary special education teachers’ beliefs towards their teaching self-efficacy

δείτε την πρωτότυπη σελίδα τεκμηρίου
στον ιστότοπο του αποθετηρίου του φορέα για περισσότερες πληροφορίες και για να δείτε όλα τα ψηφιακά αρχεία του τεκμηρίου*



Secondary special education teachers’ beliefs towards their teaching self-efficacy (EN)

Xafakos, Efstathios
Mastrothanasis, Konstantinos
Zervoudakis, Konstantinos

info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
quantitative method (EN)

2021-04-13


The self-efficacy of special education teachers is a key aspect of the educational process for inclusive learning and co-teaching. However, research on self-efficacy perceptions in the area of special education and particularly in the field of parallel support is very limited. The aim of this research is to adapt a scale measuring the beliefs of special education teachers’ self-efficacy in supporting students in need of parallel support in secondary education and therefore to investigate those beliefs as well as the factors that affect them. The study involved 147 special educators for supporting students in Greek junior high schools or high schools. To study and investigate the research questions, the “Teachers' Sense of Efficacy Scale” (TSES) of Tschannen-Moran & Woolfolk-Hoy (2001) was adapted. The results demonstrate that special education teachers report high levels of teaching self-efficacy with male special education teachers being distinguished by significantly higher self-efficacy levels, compared to females. Moreover, a positive correlation between the experience of participants and their levels of self-efficacy, a small negative correlation between the number of supported students and their levels of self-efficacy regarding teaching strategies as well as a medium negative correlation between the number of supported students and their levels of self-efficacy regarding student management, were revealed. (EN)


levels of teaching self-efficacy (EN)
special education (EN)
self-efficacy (EN)
secondary education (EN)
sense of teaching effectiveness (EN)

Προσχολική και Σχολική Εκπαίδευση

Αγγλική γλώσσα

Laboratory of Pedagogical Research & Applications (EL)


2241-7206
Preschool and Primary Education; Τόμ. 9 Αρ. 1 (2021); 28-51 (EL)
Preschool and Primary Education; Vol. 9 No. 1 (2021); 28-51 (EN)

Copyright (c) 2025 Konstantinos Mastrothanasis, Konstantinos Zervoudakis, Efstathios Xafakos (EN)
http://creativecommons.org/licenses/by-nc-sa/4.0




*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.