Teachers' sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties.
This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnair...
| Publicado en: | Emotional & Behavioural Difficulties Vol. 24; no. 1; pp. 36 - 50 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=135544902&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 135544902 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13632752 GRV jtl: Emotional & Behavioural Difficulties issn: 13632752 maglogo: N pubinfo: dt: Mar2019 vid: 24 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 135544902 135544902 135544902 10.1080/13632752.2018.1530499 135544902 ppf: 36 ppct: 14 formats: tig: atl: Teachers' sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties. aug: au: Kuronja, Maja Čagran, Branka Krajnc, Majda Schmidt affil: Primary School Veržej, Veržej, Slovenia sug: subj: Teachers Psychosocial Factors Self-Efficacy Evaluation Students, Elementary Learning Disorders Affective Disorders Social Behavior Disorders Human Descriptive Research Empirical Research Surveys Questionnaires Purposive Sample Professional Knowledge Disruptive Behavior Descriptive Statistics ab: This study investigates primary school teachers' sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers' self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils' learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils' engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils' disruptive behaviour. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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