Özel gereksinimli olan ve olmayan öğrencilerin öğretmenlerinin öz-yetkinlik inançları

Son yıllarda öğretmenlerin öz-yetkinlik inançları eğitim araştırmalarında önemli bir yer tutmaya başlamıştır. Özel gereksinimli çocuklarla çalışan öğretmenlerin yetkinlik inançları ise daha az araştırılmıştır. Bu çalışmada, ülkemiz için geliştirilmiş bir ölçme aracı kullanılarak özel gereksinimli olan ve olmayan öğrencilerle çalışan öğretmenlerin öz-yetkinlik inançları öğretmenlere ilişkin bazı demografik değişkenler açısından incelenmiştir. Araştırma grubunu özel gereksinimi olan ve olmayan öğrenciler ile çalışan öğretmenler oluşturmaktadır (n=234). Katılımcıların 133’ü (%56.8) özel eğitim öğretmeni, 101’i ise (%43.2) normal eğitim öğretmenidir. Öğretmenlerin yaş ortalamaları ve standart sapmaları sırasıyla 37.16 ve 9.43’dür. Araştırmada veri toplamak için Kaner ve arkadaşları tarafından geliştirilen Öğretmen Öz-Yetkinlik Ölçeği kullanılmıştır (Kaner, Şekercioğlu ve Yellice-Yüksel, 2007a, 2007b; Kaner, Şekercioğlu ve Yellice-Yüksel, 2008). Veriler bağımsız örneklemler için t testi ile analiz edilmiştir. Bulgular öğretmenlerin mesleki yetkinlik inançlarının cinsiyetlerine, çalıştıkları öğrenci türüne, hizmet sürelerine ve görev kademelerine göre değişmediğini göstermiştir. Bulgular, ilgili alan yazın doğrultusunda tartışılmıştır.

Examining teachers' self-efficacy beliefs of students with and without special needs

Recently, the studies about teachers’ self-efficacy beliefs have been grown in the literature. However, teachers’ sense of efficacy of children with special needs have been searched less. In this study, self-efficacy beliefs teachers’who work with students with and without special needs were investigated in terms of some demographic varables by using an instrument developed for Turkey. Participants of this study were teachers working with disabled and nondisabled children (N= 234). Of the participants, 133 %56.8) were special education teachers while 101 (%43.2) were general education teachers. Means and stardart deviations of the teachers’ age were 37.16 and 9.43 correspondinly. To collect data of the study the Teachers Self-Efficacy Scale developed by Kaner et all. (Kaner, Şekercioğlu and Yellice-Yüksel, 2007a, 2007b; Kaner, Şekercioğlu and Yellice-Yüksel, 2008) was used. The data were analyzed by independent group t-test. Results showed that teachers’ self-efficacy beliefs do not differ according to the type of student they work with, the teachers’ gender, teaching context and teaching experience as well. The data were discussed in terms of Turkish and international literature.

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