Samoefikasnost nastavnika osnovne škole u inkluzivnom obrazovanju

Abstract

One of the key factors for the success of inclusive practice is a sense of self-efficacy of teachers. Teachers need to believe that they are sufficiently prepared, well equipped and able to efficiently implement curricula in inclusive education. The aims of this paper were to determine how teachers perceive their own efficiency in inclusive practice, in the field of teaching, in cooperation and management behavior. The sample included 97 respondents who teach in primary schools in Belgrade, Sabac, Sremska Mitrovica, Kraljevo and Kragujevac, school 2016/2017. years. The respondents were of both genders, aged between 26 and 62 years (M=42,68, SD=8,97). The Teacher Efficacy for Inclusive Practices (Sharma, Loreman & Forlin, 2012) was used in the research. The scale consists of three subscales that examine: a) self-efficacy of teachers in inclusive teaching, b) self-efficacy in cooperation and in) selfefficacy in managing behavior. The results showed that teachers have low selfefficacy for work in inclusive education. They believe that they are significantly more competent in managing behavior in an inclusive classroom, than in cooperation with other members of inclusive processes (p = 0.001), and they are able to teach in these classes, than to cooperate with other colleagues and parents (p = 0.010).

Jedan od ključnih faktora uspešnosti inkluzivne prakse je osećanje samoefikasnosti nastavnika. Nastavnici treba da veruju da su do- voljno pripremljeni, dobro opremljeni i sposobni da mogu efikasno re- alizovati nastavne planove i programe u inkluzivnom obrazovanju. Cilj istraživanja bio je da se utvrdi kako nastavnici percipiraju sopstvenu efikasnost u inkluzivnoj praksi, i to u oblasti izvođenja nastave, u saradnji i upravljanju ponašanjem. Uzorkom je obuhvaćeno 97 ispitanika koji predaju u osnovnim školama na području Beograda, Šapca, Sremske Mitrovice, Kraljeva i Kragujevca, školske 2016/2017. godine. Obuhvaćeni su ispitanici oba pola, starosne dobi od 26 do 62 godine (AS=42,68; SD=8,97). U istraživanju je korišćena Skala za pro- cenu efikasnosti nastavnika u inkluzivnoj praksi (The Teacher Efficacy for Inclusive Practices, Sharma, Loreman & Forlin, 2012). Skala se sastoji od tri subskale koje ispituju: a) samoefikasnost nastavnika u izvođenju inkluzivne nastave, b) samoefikasnost u saradnji i v) samoefikasnost u upravljanju ponašanjem. Rezultati su pokazali da nastavnici imaju nisku samoefikasnost za rad u inkluzivnom obrazovanju. Oni veruju da su značajno kompetentniji u upravljanju ponašanjem u inkluzivnom raz- redu, nego u saradnji s drugim učesnicima inkluzivnog procesa (p=0,001), kao i da su sposobniji da izvode nastavu u ovakvim razredima, nego da sarađuju sa drugim kolegama i roditeljima (p=0,010).