Self-efficacy of teachers in special education schools for teaching through play

Nejmi Yıldırım; Şerife Şenay İlik

Makale detayları

Self-efficacy of teachers in special education schools for teaching through play

Yazarlar:

Nejmi Yıldırım | Şerife Şenay İlik

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development | Measurement and Evaluation in Education (Other)

Dergi:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.1-19

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001331414

pISSN:

2148-7456

Anahtar kelimeler:

Özet:

 This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmental characteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.

 This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmental characteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.

 This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmental characteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.

 This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmentalcharacteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.

Makale detayları

Self-efficacy of teachers in special education schools for teaching through play

Yazarlar:

Nejmi Yıldırım | Şerife Şenay İlik

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development | Measurement and Evaluation in Education (Other)

Dergi:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.1-19

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001331414

pISSN:

2148-7456

Special education schools

Self-efficacy

Teaching through play

Teachers working in special education

Scale developmentSpecial education schools

Self-efficacy

Teaching through play

Teachers working in special education

Scale development

Sayı

Makale detayları

Yazarlar: Nejmi Yıldırım | Şerife Şenay İlik

Yayıncı: İzzet KARA

Ana Başlıklar: Scale Development | Measurement and Evaluation in Education (Other)

Dergi: International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.1-19

Belge Tipi: Makale

Yayın Tarihi: 2/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001331414

pISSN: 2148-7456

Sayı

Yazarlar:

Nejmi Yıldırım | Şerife Şenay İlik

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development | Measurement and Evaluation in Education (Other)

Dergi:

International Journal of Assessment Tools in Education Vol.12 Issue 1, pp.1-19

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001331414

pISSN:

2148-7456