Page 370 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 370
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
Teachers‘ perception of self-efficacy with students with
learning, emotional and behavioral issues
This study investigates primary school teachers’ sense of efficacy in their
work with the pupils with learning, emotional and behavioural difficul-
ties (LEBD) in mainstream inclusive classrooms and in special classrooms
of the pupils with LEBD from residential treatment institutions. Data for
this study were collected by using Tschannen-Moran’s and Woolfolk Hoy’s
(2001). Findings indicate higher level of efficacy of mainstream classroom
teachers compared to special classroom teachers in the area of collabora-
tion with parents of the pupils with LEBD. On the other hand, the special
classroom teachers rate their efficacy higher than the mainstream class-
room teachers in the items related to their pupils’ engagement, and in those
related to their pupils’ comprehension of the learning material. They also
consider themselves to be more efficient in their classroom management
ability, particularly in managing pupils’ disruptive behaviour.
Keywords: teachers’ self-efficiency, pupils with learning, emotional and
behavioural difficulties, primary school, mainstream classroom, special
classroom for the pupils with LEBD from residential treatment institutions
Tina Pivec, Ana Kozina
Dejavniki doživljanja nasilja med mladostniki iz Slovenije,
Hrvaške in Švedske
Doživljanje medvrstniškega nasilja ima za učence tako kratkoročne kot
tudi dolgoročne posledice, zato je ključno prepoznavanje dejavnikov, ki
pojasnujejo na pojavnost viktimizacije in so v pomoč pri vzpostavljanju
učinkovitih intervencij. Namen prispevka je bil ugotoviti napovedno vred-
nost dejavnikov na ravni odnosov z vrstniki, odnosov z učitelji in na ravni
posameznika (čustvene in socialne kompetence) v treh različnih državah:
Sloveniji, Hrvaški in Švedski ter te države primerjati med seboj. V pilotni
raziskavi projekta Roka v roki: Socialne in čustvene spretnosti za nediskri-
minatorno in vključujočo skupnost (Kozina idr., 2017), je v Sloveniji sodelo-
valo 123 učencev, na Hrvaškem 82 učencev in na Švedskem 75 učencev, sta-
rih med 13 in 15 let. Za dejavnike na ravni odnosov z vrstniki smo uporabili
Olweusov vprašalnik nasilnež/žrtev (OBVQ, Olweus, 1997; lestvica vikti-
mizacije) za merjenje viktimizacije; Vprašalnik prednosti in slabosti (SDQ,
Goodman, 1997) za merjenje pozitivnih odnosov z vrstniki, težavnega in
prosocialnega vedenja. Za merjenje dejavnikov na ravni odnosov z učite-
lji smo uporabili Lestvico »učitelj kot socialni kontekst« (TASC, Belmont,
370
Teachers‘ perception of self-efficacy with students with
learning, emotional and behavioral issues
This study investigates primary school teachers’ sense of efficacy in their
work with the pupils with learning, emotional and behavioural difficul-
ties (LEBD) in mainstream inclusive classrooms and in special classrooms
of the pupils with LEBD from residential treatment institutions. Data for
this study were collected by using Tschannen-Moran’s and Woolfolk Hoy’s
(2001). Findings indicate higher level of efficacy of mainstream classroom
teachers compared to special classroom teachers in the area of collabora-
tion with parents of the pupils with LEBD. On the other hand, the special
classroom teachers rate their efficacy higher than the mainstream class-
room teachers in the items related to their pupils’ engagement, and in those
related to their pupils’ comprehension of the learning material. They also
consider themselves to be more efficient in their classroom management
ability, particularly in managing pupils’ disruptive behaviour.
Keywords: teachers’ self-efficiency, pupils with learning, emotional and
behavioural difficulties, primary school, mainstream classroom, special
classroom for the pupils with LEBD from residential treatment institutions
Tina Pivec, Ana Kozina
Dejavniki doživljanja nasilja med mladostniki iz Slovenije,
Hrvaške in Švedske
Doživljanje medvrstniškega nasilja ima za učence tako kratkoročne kot
tudi dolgoročne posledice, zato je ključno prepoznavanje dejavnikov, ki
pojasnujejo na pojavnost viktimizacije in so v pomoč pri vzpostavljanju
učinkovitih intervencij. Namen prispevka je bil ugotoviti napovedno vred-
nost dejavnikov na ravni odnosov z vrstniki, odnosov z učitelji in na ravni
posameznika (čustvene in socialne kompetence) v treh različnih državah:
Sloveniji, Hrvaški in Švedski ter te države primerjati med seboj. V pilotni
raziskavi projekta Roka v roki: Socialne in čustvene spretnosti za nediskri-
minatorno in vključujočo skupnost (Kozina idr., 2017), je v Sloveniji sodelo-
valo 123 učencev, na Hrvaškem 82 učencev in na Švedskem 75 učencev, sta-
rih med 13 in 15 let. Za dejavnike na ravni odnosov z vrstniki smo uporabili
Olweusov vprašalnik nasilnež/žrtev (OBVQ, Olweus, 1997; lestvica vikti-
mizacije) za merjenje viktimizacije; Vprašalnik prednosti in slabosti (SDQ,
Goodman, 1997) za merjenje pozitivnih odnosov z vrstniki, težavnega in
prosocialnega vedenja. Za merjenje dejavnikov na ravni odnosov z učite-
lji smo uporabili Lestvico »učitelj kot socialni kontekst« (TASC, Belmont,
370
