Examining the connections between teacher self efficacy and parental involvement practices

Panagiota Chliara; Begoña  Sampedro-Requena; Santiago  Alonso-García

doi:10.5937/specedreh23-49187

Panagiota Chliara University of Cordoba
Begoña Sampedro-Requena Univerzitet u Kordobi, Fakultet za obrazovanje i psihologiju, Kordoba, Španija
Santiago Alonso-García Univezitet u Granadi, Fakultet za obrazovne nauke, Granada, Španija

DOI: https://doi.org/10.5937/specedreh23-49187

Ključne reči: samoefikasnost, uključenost roditelja, defektolozi

Sažetak

Uvod: Samoefikasnost nastavnika i uključenost roditelja usko su povezani i oba mogu imati značajan uticaj na uspeh učenika. Ciljevi: Ovaj rad ispituje veze između samoefikasnosti nastavnika i prakse uključenja roditelja. Ideja da roditeljsko učešće i samoefikasnost nastavnika pozitivno utiču na akademska postignuća učenika široko je prihvaćena. Metode: Sprovedena je kvantitativna studija kako bi se ispitali nivoi samoefikasnosti i uključenosti roditelja 600 nastavnika specijalnog obrazovanja u Grčkoj. Rezultati: Rezultati su pokazali da je samoefikasnost nastavnika u značajnoj pozitivnoj korelaciji sa uključenošću roditelja u pedagoški rad. Zaključak: Sve u svemu, istraživanje prikazano u ovom članku sugeriše da nastavnici specijalnog obrazovanja u Grčkoj sa visokim nivoom samoefikasnosti češće uključuju roditelje u obrazovanje svojih učenika. Ovo je veoma važno jer visok nivo uključenosti roditelja može doprineti boljem obrazovanju učenika sa posebnim potrebama.

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