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Identifier 000457470
Title Η διερεύνηση των στάσεων των εκπαιδευτικών γενικής και ειδικής αγωγής Δευτεροβάθμιας Εκπαίδευσης απέναντι στη Συμπεριληπτική Εκπαίδευση μαθητών/τριών με ή χωρίς αναπηρία ή/και ειδικές εκπαιδευτικές ανάγκες (Α/ΕΕΑ) στο γενικό σχολείο και της αυτο-αποτελεσματικότητάς τους
Alternative Title The investigation of the attitudes of secondary general and special education teachers towards the Inclusive Education of students with or without disabilities and/or special educational needs (SEN) in the general school and their self-efficacy
Author Ζαμπετάκη, Αθανασία
Thesis advisor Κυπριωτάκη Μαρία
Reviewer Κορνηλάκη Αικατερίνη
Μανωλίτσης Γεώργιος
Abstract Inclusive Education, as a philosophy, aims at the equal, non-discriminatory education of all children in a welcoming school. In the inclusive school, diversity is welcomed and is the reason for the success of teachers and students. Inclusive Education strives to break down all those obstacles, which make the work of teachers difficult and inhibit the progress of students. Inclusive Education is now on the main agenda of educational policy at the international level, however, the complex contemporary educational problems make its implementation a difficult task. However, the positive attitude of teachers towards the education of all students in the general classroom and their high sense of effectiveness in the implementation of various educational strategies, are components in favor of the successful implementation of Inclusive Education. The aim of the present quantitative cross-sectional descriptive study is to investigate these attitudes and the degree of teaching self-efficacy of 115 secondary general and special education teachers, and to what extent these concepts are influenced by various demographic factors. Also, the research aims to investigate the existence of a correlation between attitudes and effectiveness. The results of the research showed that teachers have a positive attitude towards Inclusive Education and possess satisfactory levels of teaching effectiveness. Demographic factors, current teaching role and years of service, were not found to significantly influence the variables. The effect of gender on the general scale of attitudes, as well as the emotional and behavioral subscale in favor of women, was found to be significant. It was also found that the effect of attending a seminar in SEN in the formation of general teaching effectiveness and effectiveness in terms of educational strategies was significant. Finally, no significant correlation was found between attitudes and teaching effectiveness.
Language Greek
Subject Attitudes
Inclusive education
Secondary education
Special educational needs
Teaching self-efficacy
Δευτεροβάθμια εκπαίδευση
Διδακτική αυτο-αποτελεσματικότητα
Ειδικές εκπαιδευτικές ανάγκες
Στάσεις
Συμπεριληπτική εκπαίδευση
Issue date 2023-06-29
Collection   School/Department--School of Education--Department of Preschool education--Post-graduate theses
  Type of Work--Post-graduate theses
Permanent Link https://elocus.lib.uoc.gr//dlib/f/a/3/metadata-dlib-1690189566-521225-18574.tkl Bookmark and Share
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