Investigation of Special Education Classroom Teachers' Perceived Empathic Self-Efficacy and Social Self-Efficacy

Sinan Bayat

Makale detayları

Investigation of Special Education Classroom Teachers' Perceived Empathic Self-Efficacy and Social Self-Efficacy

Yazarlar:

Sinan Bayat

Yayıncı:

Bayburt University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer) | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1166-1189

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357174

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 The objective of the present study was to ascertain whether there were any statistically significant differences in the perceptions of empathy and social self-efficacy among special education classroom teachers according to gender, marital status, age, professional seniority, educational status, disability group taught, and schoolgradeclass level. The study was conducted using a quantitative survey model. The population of the study consisted of 197 teachers working in special education state schools in Malatya during the 2023-2024 academic year, and the sample consisted of 128 teachers selected using simple non-selective sampling. The study utilised the Perceived Empathetic Self-Efficacy and Social Self-Efficacy Scale developed by Di Giunta et al. 2010 and adapted into Turkish, with reliability and validity studies conducted by Akın and Başören 2015. The findings of the study indicated that teachers exhibited elevated perceptions of both empathic and social self-efficacy. The study revealed no significant differences between teachers perceptions of empathic and social self-efficacy and the variables of gender, marital status, age, professional seniority, educational status, and the disability group being taught. In the schoolgradeclass variable, no significant differences were found in teachers perceptions of empathetic self-efficacy. However, significant differences were found in their perceptions of social self-efficacy.

 The objective of the present study was to ascertain whether there were any statistically significant differences in the perceptions of empathy and social self-efficacy among special education classroom teachers according to gender, marital status, age, professional seniority, educational status, disability group taught, and schoolgradeclass level. The study was conducted using a quantitative survey model. The population of the study consisted of 197 teachers working in special education state schools in Malatya during the 2023-2024 academic year, and the sample consisted of 128 teachers selected using simple non-selective sampling. The study utilised the Perceived Empathetic Self-Efficacy and Social Self-Efficacy Scale developed by Di Giunta et al. 2010 and adapted into Turkish, with reliability and validity studies conducted by Akın and Başören 2015. The findings of the study indicated that teachers exhibited elevated perceptions of both empathic and social self-efficacy. The study revealed no significant differences between teachers perceptions of empathic and social self-efficacy and the variables of gender, marital status, age, professional seniority, educational status, and the disability group being taught. In the schoolgradeclass variable, no significant differences were found in teachers perceptions of empathetic self-efficacy. However, significant differences were found in their perceptions of social self-efficacy.

 The objective of the present study was to ascertain whether there were any statistically significant differences in the perceptions of empathy and social self-efficacy among special education classroom teachers according to gender, marital status, age, professional seniority, educational status, disability group taught, and schoolgradeclass level. The study was conducted using a quantitative survey model. The population of the study consisted of 197 teachers working in special education state schools in Malatya during the 2023-2024 academic year, and the sample consisted of 128 teachers selected using simple non-selective sampling. The study utilised the Perceived Empathetic Self-Efficacy and Social Self-Efficacy Scale developed by Di Giunta et al. 2010 and adapted into Turkish, with reliability and validity studies conducted by Akın and Başören 2015. The findings of the study indicated that teachers exhibited elevated perceptions of both empathic and social self-efficacy. The study revealed no significant differences between teachers perceptions of empathic and social self-efficacy and the variables of gender, marital status, age, professional seniority, educational status, and the disability group being taught. In the schoolgradeclass variable, no significant differences were found in teachers perceptions of empathetic self-efficacy. However, significant differences were found in their perceptions of social self-efficacy.

 Araştırmada özel eğitim sınıf öğretmenlerinin empatik ve sosyal öz-yeterlik algılarının ve bu algıların cinsiyet, medeni durum, yaş, mesleki kıdem, öğrenim durumu, eğitim verilen engel grubu ve görev yapılan okulkademesınıf değişkenlerine göre anlamlı farklılık gösterip göstermediğinin belirlenmesi amaçlanmıştır. Araştırma, nicel yöntemlerden tarama modeliyle yürütülmüştür. Araştırmanın evrenini 2023-2024 eğitim-öğretim yılında Malatyadaki özel eğitim devlet okullarında görev yapan 197 öğretmen, örneklemini ise basit seçkisiz örnekleme yöntemi ile belirlenen 128 öğretmen oluşturmaktadır. Araştırmada, Di Giunta vd. 2010 tarafından geliştirilen ve Türkçe uyarlaması ile güvenirlik-geçerlik çalışması Akın ve Başören 2015 tarafından yapılan Algılanan Empatik Öz-Yeterlik ve Sosyal Öz-Yeterlik Ölçeği kullanılmıştır. Araştırma sonucunda öğretmenlerin empatik ve sosyal öz-yeterlik algıları yüksek düzeyde bulunmuştur. Öğretmenlerin empatik ve sosyal öz-yeterlik algıları ile cinsiyet, medeni durum, yaş, mesleki kıdem, öğrenim durumu ve eğitim verilen engel grubu değişkenleri arasında anlamlı farklılık bulunmamıştır. Görev yapılan okulkademesınıf değişkeninde ise öğretmenlerin empatik öz-yeterlik algılarında anlamlı farklılık bulunmazken, sosyal öz-yeterlik algılarında anlamlı farklılık bulunmuştur.

Makale detayları

Investigation of Special Education Classroom Teachers' Perceived Empathic Self-Efficacy and Social Self-Efficacy

Yazarlar:

Sinan Bayat

Yayıncı:

Bayburt University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer) | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1166-1189

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357174

pISSN:

1307-1076

Special education

special education classroom teacher

empathic and social self-efficacyÖzel eğitim

özel eğitim sınıf öğretmeni

empatik ve sosyal öz-yeterlik

Sayı

Makale detayları

Investigation of Special Education Classroom Teachers' Perceived Empathic Self-Efficacy and Social Self-Efficacy

Yazarlar: Sinan Bayat

Yayıncı: Bayburt University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi (Diğer) | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1166-1189

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357174

pISSN: 1307-1076

Special education

special education classroom teacher

empathic and social self-efficacyÖzel eğitim

özel eğitim sınıf öğretmeni

empatik ve sosyal öz-yeterlik

Sayı

Yazarlar:

Sinan Bayat

Yayıncı:

Bayburt University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer) | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.20 Issue 47, pp.1166-1189

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357174

pISSN:

1307-1076