04 SES 14 D, Teaching and Learning in Inclusive Settings
Recent research suggests that self-efficacy beliefs of teachers influence the implementation of inclusive education (Schwab, Hellmich, & Görel, 2017). The current study asks how effective teachers’ self-efficacy is considering the regulation of the teaching quality in inclusive classrooms. The theory of planned behavior (Ajzen, 1991) functions as the theoretical basis of the study. The present project aims to examine whether teachers’ student specific self-efficacy beliefs predicts students’ ratings of their teachers’ teaching quality. Teachers’ student-specific self-efficacy with a special focus on four aspects: engagement (e.g. I can motivate this student for his/her schoolwork), instruction (e.g. I can provide appropriate challenges for this student), behavior management (e.g. I can control disruptive behavior of this student) and emotional support (I can adjust learning tasks to this students’ needs and interests) was measured with a 16 items rating scale (Schwab, in press). Teacher rated these 16 items for all of their students. Further students were asked to rate teachers’ teaching quality on similar items (e.g. ‘My teacher can motivate me for my schoolwork’). Next to the impact on teachers’ self-efficacy on their teaching practices also the impact of teachers’ self-efficacy on other variables (e.g. students school-wellbeing, class behaviour climate) will be examined. Therefore data from 29 inclusive classes (N = 500 secondary grade students; age 10 – 17 years) from North Rhine-Westphalia (Germany) have been collected. Results regarding the used scales revealed high psychometric qualities for the student-specific teacher questionnaire and for the students’ ratings of teaching quality (reliability and good model fit in the confirmatory factor analysis). First results showed that there is a moderate overlap between teachers’ student specific self-efficacy and students’ ratings of teaching quality. Moreover, for the students’ ratings of teaching qualities, there was only low level of variance on class level while teachers’ ratings of their self-efficacy showed a relative high variance on class and student level. More detailed results will be shown and discussed within the presentation.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50 (2), 179–211. Guo, Y., Dynia, J. M., Yeager Pelatti, C., & Justice, L. M. (2014). Self-efficacy of early childhood special education teachers: Links to classroom quality and children’s learning for children with language impairment. Teaching and Teacher Education, 39, 12-21. Schwab, S. (in press). Student-specific teachers’ self-efficacy in relation to teacher and student variables. Educational Psychology: An International Journal of Experimental Educational Psychology. Schwab, S., Hellmich, F., & Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs, 17(3), 205–217. Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86, 981-1015. Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56.
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