Efekat mentorskog rada na samoefikasnost nastavnika redovnih škola u implementaciji inkluzivne edukacije na nivou osnovnog obrazovanja
Sažetak
Uvod: Nedovoljna samoefikasnost nastavnika doprinela je kašnjenju u primenu inkluzivne edukacije u Nigeriji. Nažalost, napori uloženi u obezbeđivanje aktuelizacije Deklaracije iz Salamanke u Nigeriji još uvek nisu dali očekivane rezultate. Iako su neke prethodne studije identifikovale mentorski pristup kao model koji promoviše efikasnu implementaciju utvrđenih politika, mali broj istraživanja pruža dokaze o implikacijama mentorskih pristupa na učvršćivanju samoefikasnosti nastavnika u oblasti inkluzivne edukacije, naročito na nivou osnovnog obrazovanja. Cilj: Ovo istraživanje je sprovedeno kako bi se ispitao uticaj mentorskog rada na samoefikasnost nastavnika redovnih škola u primeni inkluzivne edukacije na nivou osnovnog obrazovanja u državi Gombe u Nigeriji. Metode: U ovom istraživanju primenjen je kvazieksperimentalni dizajn, dok je prigodni uzorak sačinjen od 42 ispitanika uzrasta između 20 i 45 godina (AS = 33.90, SD = 6.35) iz dve oblasti lokalne samouprave u Južnom senatorskom okrugu u Gombeu. Ispitanici su bili podeljeni u grupu u kojoj je sproveden tretman i u kontrolnu grupu, sa po 21 ispitanikom u svakom poduzorku. U prikupljanju podataka korišćena je Skala za procenu doživljaja samoefikasnosti nastavnika (Teachers’ Sense of Efficacy Scale) (α = .81). Prikupljeni podaci analizirani su pomoću t-testa za nezavisne uzorke. Rezultati: Dobijeni nalazi ukazuju na efikasnost programa mentorske obuke u postizanju samoefikasnosti nastavnika redovnih škola u implementaciji inkluzivne edukacije na nivou osnovnog obrazovanja. Takođe je nađeno da su nastavnici muškog pola i stariji nastavnici postigli viši nivo samoefikasnoti. Zaključak: Mentorski programi u značajnoj meri olakšavaju ostvarivanje inkluzivne edukacije, naročito na nivou osnovnog obrazovanja. Dobro osmišljeni mentorski programi na početku karijere nastavnika redovnih škola usmerili bi ih ka efektivnoj implementaciji inkluzivne edukacije u osnovnom obrazovanju. Na osnovu dobijenih rezultata ovog istraživanja predložene su prikladne strategije mentorskog rada za nastavnike koji su početnici.
Reference
Adetoro, R. A. (2014). Inclusive education in Nigeria – A myth or reality? Creative Education, 5(20), 1777-1781. http://dx.doi.org/10.4236/ce.2014.520198
Adigun, O. T. (2020). Self-esteem, self-efficacy, self-concept and intimate image diffusion among deaf adolescents: A structural equation model analysis. Heliyon, 6(8), Article e04742. https://doi.org/10.1016/j.heliyon.2020.e04742
Adigun, O. T. (2021). Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study. Cogent Education, 8(1), Article 1930491. https://doi.org/10.1080/2331186X.2021.1930491
Adigun, O. T., Tijani, F. A., Nzima, D. R., & Vivekanantharasa, R. (2021). Perceived stress of special education teachers in the context of the person-environment relationship. The Open Psychology Journal, 14, 300-309. https://doi.org/10.2174/1874350102114010300
Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits challenges and policy implications. International Journal of Special Education, 23(3), 11-16.
Ajuwon, P. M. (2012). Making inclusive education work in Nigeria: Evaluation of special educators’ attitudes. Disability Studies Quarterly, 32(2). https://doi.org/10.18061/dsq.v32i2.3198
Allen, T. D., & O’Brien, K. E. (2006). Formal mentoring programs and organizational attraction. Human Resource Development Quarterly, 17(1), 43-58. https://doi.org/10.1002/hrdq.1160
Anderson, L. B. (2011, September). Teacher diversity: Do male and female teachers have different self-efficacy and job satisfaction? [Paper presentation]. 33rd EGPA Conference, Bucharest, Czechoslovakia.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. https://doi.org/10.1521/jscp.1986.4.3.359
Bandura, A. (1995). Comments on the crusade against the causal efficacy of human thought. Journal of Behavior Therapy and Experimental Psychiatry, 26(3), 179-190. https://doi.org/10.1016/0005-7916(95)00034-W
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Brydges, C., & Mkandawire, P. (2020). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education, 24(6), 645-659. https://doi.org/10.1080/13603116.2018.1480669
Chizhik, E. W., Chizhik, A. W., Close, C., & Gallego, M. (2018). Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE). International Journal of Mentoring and Coaching in Education, 7(1), 35-53. https://doi.org/10.1108/ijmce-02-2017-0014
Connolly, G. J. (2017). Applying social cognitive theory in coaching athletes: The power of positive role models. Strategies, 30(3), 23-29. http://dx.doi.org/10.1080/08924562.2017.1297750
Federal Government of Nigeria. (2004). National policy on education. NERDC.
Fisher, R., & Rose, P. (2011). Effects of age, experience, and instruction on elementary music teacher movement self-efficacy: A pilot study. Texas Music Education Research, 24-37.
Forbis, K. E. (2021). The influence of mentoring, self-efficacy and perceived organizational support on commitment among novice Adventist teachers in North America [Doctoral dissertation, Andrews University]. Digital Commons @ Andrews University. https://digitalcommons.andrews.edu/dissertations/1755
Gjedia, R., & Gardinier, M. P. (2018). Mentoring and teachers’ professional development in Albania. European Journal of Education, 53(1), 102-117. https://doi.org/10.1111/ejed.12258
Hamid, A. E., Alasmari, A., & Eldood, E. Y. (2015). Attitude of pre-service educators toward including children with special needs in general classes case study of Education Faculty – University of Jazan. KSA. International Journal of Scientific Research in Science and Technology, 1(3), 140-145.
Hassan, M. U. (2019). Teachers’self-efficacy: Effective indicator towards students’ success in medium of education perspective. Problems of Education in the 21st Century, 77(5), 667-679. https://doi.org/10.33225/pec/19.77.667
Ingersoll, R., & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States.
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.
Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526. https://doi.org/10.1080/13603116.2018.1544298
Kwon, K., Ottenbreit-Leftwich, A. T., Sari, A. R., Khlaif, Z., Zhu, M., Nadir, H., & Gok, F. (2019). Teachers’ self-efficacy matters: Exploring the integration of mobile computing device in middle schools. TechTrends, 63(6), 682-692. https://doi.org/10.1007/s11528-019-00402-5
Lesha, J. (2017). Teachers’ self-efficacy beliefs: The relationship between teachers’ age and instructional strategies, classroom management and student engagement. European Journal of Social Sciences Studies, 2(5), 217-266. https://doi.org/10.5281/zenodo.1059115
Lyne, M. J. (2013). Effect of teacher mentoring programme in Malaysia on improving teachers’ self-efficacy. Malaysian Journal of ELT Research, 9(1), 1-18.
Maphalala, M. C. (2013). Understanding the role of mentor teachers during teaching practice session. International Journal of Educational Sciences, 5(2), 123-130. https://doi.org/10.1080/09751122.2013.11890069
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718. https://doi.org/10.1016/j.system.2009.09.014
Moalosi, W. T. S., & Forcheh, N. (2015). Self-efficacy levels and gender differentials among teacher trainees in colleges of education in Botswana. Journal of Education & Learning, 4(3), 1-14.
Nanjwan, J., Dasel, I., Emmanuel, U., & Aderibgbe, S. A. (2019). The role of special educator in implementing inclusive education in Nigeria. International Journal of Innovative Science and Research Technology (IJISRT), 4(9), 722-725.
Okonkwo, I. G., & Samuel, N. N. C. (2020). Influence of chemistry teachers’ self-efficacy on inclusive education in secondary school chemistry classroom teaching in Anambra State, Nigeria. International Journal of Innovative Research and Development, 9(12), 61-66. https://doi.org/10.24940/ijird/2020/v9/i12/DEC20016
Opoku, M. P., Nketsia, W., Alzyoudi, M., Dogbe, J. A., & Agyei-Okyere, E. (2021). Twin-track approach to teacher training in Ghana: Exploring the moderation effect of demographic variables on pre-service teachers’ attitudes towards inclusive education. Educational Psychology, 41(3), 358-377. https://doi.org/10.1080/01443410.2020.1724888
Osisanya, A., Oyewumi, A. M., & Adigun O. T. (2015). Perception of parents of children with communication difficulties about inclusive education in Ibadan metropolis. African Journal of Educational Research, 19(1), 21-32.
Özokcu, O. (2018). The relationship between teacher attitude and self-efficacy for inclusive practices in Turkey. Journal of Education and Training Studies, 6(3), 6-12.
Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi.org/10.1016/j.cedpsych.2019.02.006
Petrovska, S., Sivevska, D., Popeska, B., & Runcheva, J. (2018). Mentoring in teaching profession. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 47-56. https://doi.org/10.5937/ijcrsee1802047P
Potter, J. L. (2021). Novice and experienced elementary general music teachers’ classroom management self-efficacy. Journal of Music Teacher Education, 30(2), 65-76.
Rahayu, L. P., & Wangid, M. N. (2021). Teachers’ Sense of Efficacy Scale: Confirming the factor structure on Indonesian elementary teachers. Ilkogretim Online, 20(1), 563-574. https://doi.org/10.17051/ilkonline.2021.01.47
Robinson, J. S., & Edwards, M. C. (2012). Assessing the teacher self-efficacy of agriculture instructors and their early career employment status: A comparison of certification types. Journal of Agricultural Education, 53(1), 150-161. https://doi.org/10.5032/jae.2012.01150
Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82(2), 270-288. https://doi.org/10.1111/j.2044-8279.2011.02025.x
Salas-Rodríguez, F., Lara, S., & Martínez, M. (2021). Spanish version of the Teachers’ Sense of Efficacy Scale: An adaptation and validation study. Frontiers in Psychology, 12, Article 714145. https://doi.org/10.3389/fpsyg.2021.714145
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 10(2), 82-85.
Shaukat, S., Sharma, U., & Furlonger, B. (2013). Pakistan and Australian prospective teachers’ attitudes and efficacy beliefs towards Inclusion. Journal of Behavioural Sciences, 23(2), 1-16.
Shaukat, S., Vishnumolakala, V. R., & Al Bustami, G. (2019). The impact of teachers’ characteristics on their self‐efficacy and job satisfaction: A perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs, 19(1), 68-76. https://doi.org/10.1111/1471-3802.12425
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.2307/1170754
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education.
Van Zandt Allen, L. (2013). The impact of induction support on teacher development, teacher retention, and the teacher quality issue. Teacher Education Quarterly, 40(3), 75-92.
Wiens, P. D., Chou, A., Vallett, D., & Beck, J. S. (2019). New teacher mentoring and teacher retention: Examining the peer assistance and review program. Educational Research: Theory and Practice, 30(2), 103-110.
Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343-355. https://doi.org/10.1016/j.tate.2018.07.011
Sva prava zadržana (c) 2022 Specijalna edukacija i rehabilitacija
Ovaj rad je pod Creative Commons Autorstvo-Deli pod istim uslovima 4.0 međunarodnom licencom.