The teachers’ self-efficacy and its importance for inclusive education

Main Article Content

ZUZANNA NARKUN

Abstrakt

Zuzanna Narkun, The teachers’ self-efficacy and its im-portance for inclusive education. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019.Pp. 151-176. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.07


The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.

Downloads

Download data is not yet available.

Article Details

Dział
ARTYKUŁY

Bibliografia

  1. Ainscow M., César M., Inclusive education ten years after Salamanca: Setting the agenda,“European Journal of Psychology of Education” 2006, 21, pp. 231-238.
  2. Allinder R. M., The relationship between efficacy and the instructional practices of special education teachers and consultants, “Teacher Education and Special Education” 1994, 17, pp. 86-95.
  3. Aloe A.M., Amo L.C., Shanahan M.E., Classroom management self- efficacy and burnout: A multivariate meta-analysis, “Educational Psychology Review” 2014, 26, pp. 101-126.
  4. Baka Ł., Skala poczucia własnej skuteczności nauczycieli-psychometryczne właściwości polskiej wersji narzędzia, „Medycyna Pracy” 2017, 6, pp. 743-754.
  5. Bandura A., Self-efficacy: Toward a Unifying Theory of Behavioral Change, “Psychological Review” 1977, 84, pp. 191-215.
  6. Bandura A., Teoria społecznego uczenia się, Wydawnictwo Naukowe PWN, Warszawa 2015.
  7. Brouwers A., Tomic W., A longitudinal study of teacher burnout and perceived self-efficacy in classroom management, “Teacher and Teacher Education” 2000, 16, pp. 239-253.
  8. Brown C.G., A systematic review of the relationship between self-efficacy and burnout in teachers, “Educational and Child Psychology” 2012, 29, pp. 47-63.
  9. Caprara G.V., Barbaranelli C., Steca P., Malone P.S., Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level, “Journal of School Psychology” 2006, 44, pp. 473-490.
  10. Caprara G.V., Barbaranelli C., Borgogni L., Steca P., Efficacy beliefs as determinants of teachers’ job satisfaction, “Journal of Educational Psychology” 2003, 95, pp. 821-832.
  11. Chomczyńska-Rubacha M., Rubacha K., Test poczucia skuteczności. Podręcznik pracowni narzędzi badawczych Komitetu Nauk Pedagogicznych PAN, Wydawnictwo Naukowe UMK, Toruń 2013.
  12. de Boer A., Pijl J.S., Minnaert A., Regular primary school teacher attitudes towards inclusive Education: a review of the literature, “International Journal of Inclusive Education” 2011, 15, pp. 331-353.
  13. Evers G.J.W., Brouwers A., Tomic W., Burnout and self-efficacy: A study on teachers beliefs when implementing a innovative educational system in Netherlands, “British Journal of Educational Psychology” 2002, 72, pp. 227-243.
  14. Forlin C., Sharma U., Loreman T., Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong, “International Journal of Inclusive Education” 2014, 18, pp. 718-730.
  15. Fulgini A.J., The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior, “Child Development” 1997, 68, pp. 351-363.
  16. Friedman A.I., Kass E., Teacher Self-efficacy: a classroom-organization Conceptualization, “Teaching and Teacher Education” 2002, 18, pp. 675-686.
  17. Geijsel F.P., Sleegers P.J.C., Stoel R.D., Krüger M.L., The effect of teacher psychological, school organizational and leadership factors on teachers’ Professional learning in Dutch schools, “The Elementary School Journal” 2009, 109, pp. 406-427.
  18. Gibson S., Dembo M., Teacher efficacy: A construct validation, “Journal of Educational Psychology” 1984, 76, pp. 569-582.
  19. Goddard R.D., Hoy W.K., Woolfolk Hoy, A., Collective teacher efficacy: Its meaning, measure, and effect on student achievement, “American Educational Research Journal” 2000, 37, pp. 479-507.
  20. Guo Y., McDonald Connor C., Yang, Y., Roehring A.D., Morrison F.J., The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes, “Elementary School Journal” 2012, 113, pp. 3-24.
  21. Guskey T. R., Passaro P. D., Teacher efficacy: A study of construct dimensions, “American Educational Research Journal” 1994, 31, pp. 627-643.
  22. Hall S. C., Lindzey G., Campbell J. B., Teorie osobowości, Wydawnictwo Naukowe PWN. Warszawa 2004, pp. 572-607.
  23. Herman C.K, Rosa-Hickmon J., Reinke M.W., Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy and Coping Associated Student Outcomes, “Journal of Positive Behavior Interventions” 2018, 20, pp. 90-100.
  24. Jennett H.K., Harris S.L., Mesibov G.B., Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism, “Journal of Autism and Developmental Disorders” 2003, 33, pp. 583-593.
  25. Klassen, R.M., Optimism and realism: A review of self-efficacy from a cross-cultural perspective, “International Journal of Psychology” 2004, 39, pp. 205-230.
  26. Klassen R.M., Tze V.M.C., Betts S.M., Gordon K.A., Teacher efficacy research 1998-2009: Signs of Progress or unfulfilled promise?, “Educational Psychology Review” 2011, 23, pp. 21-43.
  27. Konwencja o prawach osób niepełnosprawnych, Dz.U. RP z dn. 25 października 2012 r., poz. 1169.
  28. Kulawska E., Poczucie własnej skuteczności nauczycieli edukacji wczesnoszkolnej. „Forum Pedagogiczne” 2017, 2, pp. 237-251.
  29. Malinen O.P., Savolainen H., The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. “Teacher and Teacher Education” 2016, 60, pp. 144-152.
  30. Malinen O.P., Savolainen H., Xu J., Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education, “Teaching and Teacher Education” 2012, 28, pp. 526-534.
  31. Malinen, O.P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., Tlale, D., Exploring teacher self-efficacy for inclusive practices in three diverse countries,“Teaching and Teacher Education” 2013, 33, pp. 34-44.
  32. Meijer C.J.W., Foster S.F., The effect of teacher self-efficacy on referral change, “Journal of Special Education” 1988, 22, pp. 378-385.
  33. Midgley C., Feldlaufer H., Eccles J., Change in teacher efficacy and student self- and task
  34. Malinen O.P., Savolainen H., Xu J., Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education, “Teaching and Teacher Education” 2012, 28, pp. 526-534.
  35. Malinen, O.P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., Tlale, D.,Exploring teacher self-efficacy for inclusive practices in three diverse countries, “Teaching and Teacher Education” 2013, 33, pp. 34-44.
  36. Meijer C.J.W., Foster S.F., The effect of teacher self-efficacy on referral change, “Journal of Special Education” 1988, 22, pp. 378-385.
  37. Midgley C., Feldlaufer H., Eccles J., Change in teacher efficacy and student self- and taskrelated beliefs in mathematics during the transition to junior high school, “Journal of Educational Psychology” 1989, 81, pp. 247-258.
  38. Norwich B., The relationship between attitudes to the integration of children with special educational needs and wider socio-political views: a US-English comparison, “European Journal of Special Needs Education” 1994, 9, pp. 91-106.
  39. OECD, Talis 2013 results: An international perspective on teaching and learning, OECD Publishing, Paryż 2014.
  40. Oleś P.K., Wprowadzenie do psychologii osobowości, Wydawnictwo Naukowe „Scholar”, Warszawa 2003, pp. 210-216.
  41. Pervin L.A., John O.P., Osobowość. Teoria i badania, Wydawnictwo UJ, Kraków 2001, pp. 467-527.
  42. Ross J.A., Teacher efficacy and the effect of coaching on student achievement, “Canadian Journal of Education” 1992, 17, pp. 51-65.
  43. Ross J.A., The impact of an in-service to promote cooperative learning on the stability of teacher efficacy, „Teaching and Teacher Education” 1994, 10, pp. 381-394.
  44. Savolainen H., Engelbrecht P., Nel M., Malinen O.P., Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education, “European Journal of Special Needs Education” 2011, 27, pp. 51-68.
  45. Schwarzer R., Hallum S., Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses, “Applied Psychology” 2008, 57, pp. 152–171.
  46. Sharma U., Loreman T., Forlin Ch., Measuring teacher efficacy to implement inclusive practices, “Journal of Research in Special Educational Needs” 2001, 12, pp. 12-21.
  47. Skaalvik E.M., Skaalvik S., Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy and teacher burnout, “Journal of Educational Psychology” 2007, 99, pp. 611-625.
  48. Skaalvik E.M., Skaalvik S., Teacher self-efficacy and teacher burnout: A study of Relations, “Teacher and Teacher Education” 2010, 26, pp. 1059-1069.
  49. Soodak L.C., Podell D.M., Teacher efficacy and student problem as factors in special education referral, “Journal of Special Education” 1993, 27, pp. 66-81.
  50. Strelau J., Doliński, D. (eds.), Psychologia. Podręcznik akademicki. Vol. 1, Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2008, pp. 712-716.
  51. Szumski G., Edukacja włączająca – niedokończony projekt, „Ruch Pedagogiczny” 2014, 4, pp. 127-139.
  52. Thoonen E.E.J., Sleegers P.J.C., Peetsma T.T.D., Oort F.J., Can teachers motivate students to learn? “Educational Studies” 2011, 37, pp. 345-360.
  53. Tschannen-Moran M., Woolfolk Hoy A., The differential antecedents of self-efficacy beliefs of novice and experienced teachers, “Teaching and Teacher Education” 2007, 23, pp. 944-956.
  54. Tschannen-Moran M., Woolfolk Hoy A., Hoy W.K., Teacher efficacy: Its meaning and measure, “Review of Educational Research” 1998, 68, pp. 202-248.
  55. Weisel A., Dror O., School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs, “Education, Citizenship and Social Justice” 2006, 1, pp. 157-174.
  56. Wojciszke B., Człowiek wśród ludzi, Wydawnictwo Naukowe Scholar, Warszawa 2008, pp. 181.
  57. Woolfolk Hoy, A., Burke Spero, R., Changes in teacher efficacy during the early years of teaching: A comparison of four measures, “Teaching and Teacher Education” 2005, 21, pp. 343–356.
  58. Yada A., Tolvanen, A., Savolainen H., 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” 2018, 75, pp. 343 – 355.
  59. Yada A., Savolainen H, Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy for inclusive practices, “Teaching and Teacher Education” 2017, 64, pp. 222-229.
  60. Yada A., Tolvanen, A., Malinen O., Imai-Matsumura K., Shimada H., Koike R., Savolainen, H., Teachers’ self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland, “Teacher and Teacher Education” 2019, 81, pp. 13- 24.
  61. Zee M., Koomen Y.M.H., 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” 2016, 86, pp. 981-1015.