magistrsko delo
Mojca Heidi Lazar (Author), Erna Žgur (Mentor)

Abstract

Učenci z motnjami v duševnem razvoju potrebujejo za svoj razvoj kakovostno specialnopedagoško pomoč, ki jo lahko v najboljši meri zagotovijo specialni in rehabilitacijski pedagogi, ki verjamejo, da so pri svojem delu sposobni oziroma samoučinkoviti. Osrednja tema magistrskega dela je proučiti samoučinkovitost specialnih in rehabilitacijskih pedagogov (v nadaljevanju SRP) pri delu z učenci z motnjami v duševnem razvoju in identificirati dejavnike samoučinkovitosti. V teoretičnem delu smo na osnovi strokovne literature domačih in tujih avtorjev opredelili značilnosti učencev z motnjami v duševnem razvoju, delo SRP, predstavili teorijo samoučinkovitosti in jo prenesli na področje vzgoje in izobraževanja. Predstavili smo samoučinkovitost učiteljev in SRP, kolektivno učinkovitost, krepitev samoučinkovitosti in dejavnike, ki vplivajo nanjo. V empiričnem delu smo uporabili deskriptivno in kavzalno neeksperimentalno metodo raziskovanja ter kvantitativen raziskovalni pristop. Z vprašalnikom smo raziskovali na vzorcu SRP (N = 140), zaposlenih v posebnem programu vzgoje in izobraževanja ter v prilagojenem programu z nižjim izobrazbenim standardom. Proučevali smo samoučinkovitost SRP pri delu z učenci z motnjami v duševnem razvoju glede na delovno mesto, starost, delovno dobo v vzgoji in izobraževanju, strokovni naziv in razredništvo. Identificirali smo področje dela SRP, na katerem so se počutili najbolj in najmanj samoučinkoviti. Na osnovi analize rezultatov smo ugotovili, da se SRP pri delu z učenci z motnjami v duševnem razvoju počutijo samoučinkoviti. Najučinkovitejši se počutijo pri poučevanju in izvajanju prilagoditev, najmanj pri obvladovanju vedenja učencev. Ugotovili smo, da med področji samoučinkovitosti SRP pri delu z učenci z motnjami v duševnem razvoju obstajajo statistično pomembne razlike glede na delovno dobo. SRP z delovno dobo do treh let so se počutili povprečno manj samoučinkoviti kot ostali anketiranci. Izsledki raziskave so pokazali, da med področji samoučinkovitosti SRP ne obstajajo statistično pomembne razlike glede na delovno mesto, starost, strokovni naziv in razredništvo. Ugotovili smo, da se samoučinkovitost SRP s pridobivanjem strokovnih nazivov povečuje in da se tekom delovne dobe spreminja.

Keywords

samoučinkovitost;specialni in rehabilitacijski pedagogi;motnje v duševnem razvoju.;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. H. Lazar]
UDC: 376(043.2)
COBISS: 178020867 Link will open in a new window
Views: 13
Downloads: 3
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Self-efficacy of special and rehabilitation teachers in their work with students with intellectual disabilities
Secondary abstract: Students with intellectual disabilities need high-quality special educational support for their development. Said support can best be provided by special and rehabilitation teachers who believe that they are competent in their work, namely they feel self-efficacious. The main aim of the master's thesis is to examine the self-efficacy of special and rehabilitation teachers (hereafter SRT) in their work with students with intellectual disabilities and to identify self-efficacy factors. In the theoretical part, based on the scientific literature by domestic and foreign authors, we defined the characteristics of students with intellectual disabilities, the work of SRT, presented the theory of self-efficacy, and transferred it to the field of education. We presented the self-efficacy of teachers and SRT, collective efficacy, self-efficacy improvement and the factors of self-efficacy. In the empirical part, we used a descriptive and causal non-experimental research method and a quantitative research approach. The survey was carried out on a sample of SRT (N = 140) employed in a special education programme and in an adapted programme with a lower educational standard. With a questionnaire we investigated the self-efficacy of SRT in their work with students with intellectual disabilities in relation to workplace, age, years of service, professional title, and the function of class teacher. We identified the area of work in which they felt most and least self-efficacious. Based on the analysis of the results, we have found that SRT feel self-efficacious in their work with students with intellectual disabilities. They feel most efficacious in instruction strategies and least efficacious in managing student behaviour. We have found that there are statistically significant differences in the area of self-efficacy of SRT in working with students with intellectual disabilities depending on the years of service. The SRT with work experience of up to three years felt on average less self-efficacious than the other respondents. We have found that there are no statistically significant differences in the area of self-efficacy of SRT with regard to workplace, age, years of service, professional title, and the function of class teacher. Additionally, we have found that there is a statistically significant correlation between the professional title and the self-efficacy of SRT. However, we have not detected any correlation between the self-efficacy of SRT and the years of service.
Secondary keywords: self-efficacy;special and rehabilitation teachers;intellectual disabilities;Vzgoja in izobraževanje oseb s posebnimi potrebami;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 1 spletni vir (1 datoteka PDF (X, 72 str.))
DOI: 20.500.12556/RUL-153040
ID: 21736134