Povezanost iskustva u realizaciji inkluzivne nastave i osećaja samoefikasnosti nastavnika

Abstract

Nastavnikov osećaj samoefikasnosti je verovanje nastavnika u njegovu moć da pomogne učeniku da ostvari zadatak, kao i verovanje da može da dopre do svakog učenika. Nastavnici koji imaju jasnu percepciju svoje efikasnosti, imaju tendenciju da pokažu veću posvećenost svom poslu, otvoreni su za inovacije, ulažu više truda i imaju viši nivo zadovolјstva poslom. Cilј ovog istraživanja je da utvrdi da li postoji povezanost iskustva u realizaciji inkluzivne nastave i osećaja samoefikasnosti nastavnika. Uzorak istraživanja činilo je 148 nastavnika i to 113 nastavnika (76,35%) koji su imali iskustva u realizaciji inkluzivne nastave i 35 (23,65%) nastavnika bez tog iskustva, u tri osnovne škole u Beogradu, jednoj osnovnoj školi u Prijepolju i jednoj osnovnoj školi u Novom Pazaru. Za potrebe ispitivanja korišćena je skraćena verzija Skale nastavničkih ocećaja efikasnosti (Teachers’ Sense of Efficacy Scale – TSES / Short form). Skala sadrži 12 pitanja. Rezultati pokazuju da, nastavnici koji su imali iskustva u realizaciji inkluzivne nastave u odnosu na drugu grupu nastavnika, imaju viši stepen osećaja samoefikasnosti u pogledu uspešnog uspostavljanja kontrole nad učenicima koji su bučni ili nemirni (p<0,01), kao i u uspostavljanju kontrole u učionici sa svakom grupom učenika (p<0,01). Nastavnici koji nemaju iskustva u realizaciji inkluzivne nastave imaju viši osećaj samoefikasnosti u odnosu na nastavnike koji imaju ovo iskustvo, u pogledu spremnosti da koriste različite strategije ocenjivanja znanja (p<0,05). Izgleda da iskustvo u realizaciji inkluzivne nastave ne utiče značajno na celokupan osećaj samoefikasnosti nastavnika. Ovo se može razumeti kroz prizmu uslova realizacije inkluzivne nastave, ali i kroz prizmu korišćene Skale, koja ispituje osećaj samoefikasnosti pri svakodnevnim teškoćama u realizaciji nastave i nije usko usmerena na realizaciju nastave sa učenicima sa teškoćama u učenju i razvoju.

The teachers` sense of efficacy is the belief of teacher in his/her power to help the student to accomplish the task, as well as the belief that he or she can reach every student. Teachers who have a clear perception of their effectiveness tend to show greater commitment to their work, they are open to innovation, invest more effort and have higher level of job satisfaction. The aim of this study was to determine whether there is a correlation between experience and teachers` sense of efficacy in implementation of inclusive education. The study sample consisted of 148 teachers, precisely 113 (76,35%) teachers with experience in implementation of inclusive education and 35 (23,65%) without that experience from three elementary schools in Belgrade, one elementary school in Prijepolje and one elementary school in Novi Pazar. Teachers’ Sense of Efficacy Scale (TSES / Short form) was used. Scale consists 12 questions. Results show that teachers with experience in implementation of inclusive education have higher level of efficacy than teacher without that experience in establishment of control over the students who were noisy or unruly (p<0,01), as much as in establishment of control with every group of students (p<0,01). Teachers without experience in implementation of inclusive education have higher level of efficacy than teacher with that experience in willingness to use different strategies of knowledge assessment (p<0,05). It seems that the experience in the implementation of inclusive education does not significantly affect the overall sense of teachers` efficacy. This can be understood through the prism of the conditions of implementation of inclusive education but also through the prism of used Scale, which examines the sense of efficacy in everyday difficulties in teaching and not narrowly focused on the realization of education for pupils with learning difficulties and development delays.