Constructive thinking as a factor influencing special teachers’ self-efficacy at secondary education (Master thesis)
In this research investigated the degree of influence of the teaching self-efficasy of secondary special education teachers towards their ability to "think" and "act" in a constructive way. In particular, it is attempted to record the components of constructive thinking and teaching self-efficasy of special educators in secondary education. The sample consisted of 107 special education teachers and 107 general education teachers as the control group who serve in various Secondary Education structures of Greece. Constructive Thinking Inventory (CTI short version) and Teacher Sense of Efficacy Scale (TSES) were utilized as research tools. Statistical analysis of the data revealed a statistically significant correlation of various components of constructive thinking with the scales of self-efficacy. The results indicated that a high degree of constructive thinking contributes to the teaching self-efficacy of special education teachers. Furthermore, both special and general education teachers have high teaching self-efficacy beliefs.
|Alternative title / Subtitle:||προσεγγίσεις διδασκαλίας|
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Αποτελεσματική διδασκαλία|
|Keywords:||Εποικοδομητική σκέψη,Διδακτική αυτοαποτελεσματικότητα,Ειδικοί παιδαγωγοί,Εκπαιδευτικοί γενικής αγωγής,Δευτεροβάθμια εκπαίδευση,Constructive thinking,Teacher’s self-efficacy,Special educators,General education teachers,Secondary education|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΧΟΥΣΟΥ ΠΗΝΕΛΟΠΗ 2019.pdf||6.16 MB||Adobe PDF||View/Open|
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