School climate as a predictor of teacher self-efficacy in schools for students with developmental disabilities
Keywords:
teachers, self-efficacy, school climate, special education
Abstract
Teacher self-efficacy is important for the quality and outcomes of education and positively influences the well-being of students and teachers in the school environment. Among the numerous factors that are linked to teacher self-efficacy, school climate plays an important role. The aim of this research is to determine the relationship between school climate and the self-efficacy of teachers working in schools for students with developmental disabilities. The sample consists of 150 teachers from five secondary schools for students with disabilities from different cities in Serbia. Data were collected using the Revised School Level Environment Questionnaire (Revised SLEQ) and the Ohio State Teacher Efficacy Scale (OSTES). The results show that the regression model is significant and explains 13.0% of the variance (R2 = 0.13, F (4, 139) = 5.19, p = 0.001). Relationships with students were identified as the only significant predictor of teacher self-efficacy (β = 0.24, p = 0.004). The findings contribute to understanding the relationship between individual domains of school climate and teacher self-efficacy. The implications of these findings for professional development of teachers in schools for students with disabilities are discussed in the discussion.
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Fu, W., He, X., Sun, Y., Wang, C., Wang, J., & Dong, Y. (2023). The relationship between school climate and general teachers’ attitude toward inclusion in China: The mediation effect of teachers’ efficacy. International Journal of Developmental Disabilities, 69(4), 602-610. https://doi.org/10.1080/20473869.2021.1985919
Gerberich, S. G., Nachreiner, N. M., Ryan, A. D., Church, T. R., McGovern, P. M., Geisser, M. S., Mongin, S. J., Watt, G. D., Feda, D. M., Sage, S. K., & Pinder, E. D. (2014). Case-control study of student-perpetrated physical violence against educators. Annals of Epidemiology, 24(5), 325-332. https://doi.org/10.1016/j.annepidem.2014.02.006
Gkolia, A., Dimitrios, B. A., & Koustelios, A. (2016). Background characteristics as predictors of Greek teachers’ self-efficacy. International Journal of Educational Management, 30(3), 460-472. https://doi.org/10.1108/IJEM-03-2014-0040
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Hosford, S., & O’Sullivan, S. (2016). A climate for self-efficacy: The relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, 20(6), 604-621. http://dx.doi.org/10.1080/13603116.2015.1102339
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Jenko, N., & Lipec-Stopar, M. L. (2020). Reading literacy of students with intellectual disabilities at the end of the systematic literacy development period. Specijalna edukacija i rehabilitacija, 19(1), 1-26. http://dx.doi.org/10.5937/specedreh19-25040
Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67(5), 833-844. https://doi.org/10.1177/0013164406299102
Kaljača, S. i Dučić, B. (2016). Odnos veštine samoregulacije i školskog uspeha kod učenika sa lakom i umerenom intelektualnom ometenošću. Specijalna edukacija i rehabilitacija, 15(1), 23-42. https://doi.org/10.5937/specedreh15-9530
Katsantonis, I. G. (2019). Investigation of the impact of school climate and teachers’ self-efficacy on job satisfaction: A cross-cultural approach. European Journal of Investigation in Health, Psychology and Education, 10(1), 119-133. https://doi.org/10.3390/ejihpe10010011
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
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