The Sense of Self-Efficacy of Teachers Working in Special Schools – A Research Communiqué

Abstract

The article presents the results of research on the sense of selfefficacy of teachers working in schools that are an integral part of social rehabilitation and educational centres (for children and young people at risk of social maladjustment and the socially maladjusted) and penal institutions. The main aim of the research was to search for predictors of the sense of self-efficacy of teachers in special schools. The theoretical basis of the research was the theory of social learning by A. Bandura. The research was conducted with the use of a research tool -the "Sense of Efficacy Test" by Chomczyńska-Rubacha and Rubacha. It has been found that the sense of self-efficacy of special school teachers depends on their gender, place of residence, level of education of their mothers and the type of centre in which they are employed. Cluster analysis made it possible to distinguish two independent groups of teachers who achieve high and low scores in terms of the sense of self-efficacy, and to construct a model explaining their assignment to the groups.

Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication

“…The results of the U. Mann-Whitney test indicate that there is no relationship between gender and the sense of self-efficacy of the teachers studied (Z = 1.10; p > 0.05), as well as with motivational (Z = 0.73; p > 0.05) and cognitive-activity resources (Z = 1.33; p > 0.05). However, this result is not consistent with the findings of other Authors (Greenwood et al, 1990;Raudenbush et al, 1992) and with the result of the study of teachers from special schools (Nowak, 2019).…”

“…The results of these analyses were found to be useful in presenting the main issue due to the assumed differences in self-efficacy of teachers at mainstream and special schools, resulting from the specific nature of the organisation and functioning of both types of schools and the differentiated entities involved, (special schools are attended exclusively by pupils with special educational needs, who possess a statement on the need for special education and are at risk of social maladjustment and socially maladjusted). Due to the large volume of research material, the results regarding the study of special education teachers were published earlier (Nowak, 2019)]. However, for the sake of clar-ity and comprehensibility of description, it was considered appropriate to present in this article an abbreviated characterisation of the special school teachers studied.…”

Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model

“…Indeed, based on previous research, Blaschke (2012) and Eachempati, KS, Komattil and Ismail (2017), to create and cultivate 21st selfdetermined learners, Heutagogy is best implemented with the suitable latest learning and teaching technologies (Mobile Apps) such as Google Docs, e-Portfolio, Twitter, Diigo, YouTube, Quizzes, MindMap and Wikipedia. Arguably, in line with the advancements of the mobile-technology related tools as education tools, mobile devices and various apps have empowers the use with the ability to interact via various social media interfaces for and in learning (Jin & Cecilia, 2018;Nowak, 2019;Nam Thao, 2015;Marandu et al, 2019).…”

The Effect of Adventure-Based Counseling Modules on Self-Efficacy of College Students Council (CSC) in Sultan Idris Education University

“…The individual will feel difficult when being active as an example, maintaining the relationship according to the environment. It is being the reason why teenagers unable to think creatively, do not want to get acquainted with other people as they perceive themselves as lacking the skills to solve problems (Nowak, 2019). Hence, a new programmed is needed to help teenagers to deal with this matter.…”