Otizmli çocuklarla çalışan öğretmenlerin bir uygulama yönelimine bağlılığı ve öz-yeterlikleri arasındaki ilişkisi

Year 2010, Volume: 2 Issue: 3, 180 - 192, 01.09.2010

Angela F.y. Siu And Evita L.s. Ho Evita L.S. Ho

https://doi.org/10.20489/intjecse.107969

Abstract

Bu çalışma belirli uygulama yönelimlerine bağlılık ve öğretmen öz-yeterliği arasındaki ilişkiyi incelemiştir. Otizmli çocuklarla çalışan 115 öğretmen bu çalışmaya katılmıştır. İki farklı uygulama yöneliminden birini kullanan öğretmenler bu çalışmaya katılmışlardır: Uygulamalı Davranış Analizi (ABA) yönelimli olanlar ve Otistik ve İletişimle İlgili Yetersizliği Olan Çocukların Müdahalesi ve Eğitimi (TEACCH) yönelimine bağlı olanlar. Bu iki grup, bahsi geçen yönelimlerden ikisine de bağlı olmayan öğretmenlerle (karşılaştırma grubu olarak kullanılmıştır) kişisel ve genel öğretmenlik öz yeterliği açılarından karşılaştırılmıştır. Sonuçlar, kendilerini ABA yönelimli olarak belirten öğretmenlerin, TEACCH yönelimli öğretmenlere ve karşılaştırma grubundaki öğretmenlere göre anlamlı olarak daha fazla kişisel öz yeterliğe sahip olduklarını göstermiştir. Genel öğretmenlik öz yeterliği açısından üç grup arasında anlamlı bir farklılık bulunmamıştır. Bu çalışmanın sınırlıkları ile otizmli çocuklarla çalışırken takip edilen araştırma uygulamalar için yansımaları tartışılmaktadır.

Keywords

Öğretmen öz yeterliği, otizm, uygulama yönelimi.

Relations between commitment to a treatment orientation and self-efficacy among teachers working with children with Autism

Abstract

This study examined the correlation between commitment to specific treatment orientations and teacher self-efficacy. The participants included 115 teachers working with children with autism. Teachers using one of the two different treatment orientations participated in the study; as oriented towards Applied Behavior Analysis (ABA), and those committed to the Treatment and Education of Autistic and Communication-related Handicapped Children (TEACCH) orientation. The two groups were compared to a group of teachers with commitment to neither of these orientations (who served as a comparison group), in terms of personal and general teaching self-efficacy. The results suggested that teachers who identified themselves with the ABA orientation had a significantly higher personal teaching self-efficacy compared to the TEACCH group, as well as the comparison group. No significant difference was found among the three groups in terms of general teaching self-efficacy. The limitations of this study, as well as its implications for research and practices followed in working with children with autism, are discussed.

Keywords

Teacher self-efficacy, Autism, treatment orientation.

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