The Relationship Between the Classroom Management Skills, Self-efficacy, and Curriculum Literacy Levels of Teachers Working in Special Education Schools
Year: 2024
Type: article
Study design: Observational Study
Abstract: The significance of special education has been on the rise recently. Considering this trend, there has been a growing interest in studying the abilities and attributes of teachers working in special education institutions. This study explored the connection between classroom management skills, self-efficacy beliefs, and proficiency in curriculum among teachers in special education settings. Employing a correlational, quantitative research model, this study involved 421 teachers from special education schools. The classroom management skills scale, teacher self-efficacy belief scale, and curriculum literacy scale, conducted online in the spring of 2021, were used to collect data. Statistical analyses included Pearson correlation analysis. After calculating the correlation between the variables, multiple regression analyses were employed. The findings revealed a moderate positive correlation among the three variables. Furthermore, it was established that teachers' self-efficacy beliefs and curriculum literacy significantly predicted 38.6% of their classroom management skills. Enhancing teachers' self-efficacy beliefs and curriculum literacy is beneficial for improving their classroom management abilities.
Source: EKEV Akademi Dergisi
Authors: Özlem Ünal, Kamil Arif Kırkıç
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4404646373