Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties

ABSTRACT

This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour.

KEYWORDS:

• Teachers’ self-efficacy
• pupils with learning
• emotional and behavioural difficulties
• primary school
• mainstream classroom
• special classroom for LEBD pupils in residential treatment institutions

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maja Kuronja

Maja Kuronja, Primary School Teacher, teaches inclusion classes that are also attended by pupils with emotional and behavioural difficulties who live in a residential treatment institution.

Branka Čagran

Branka Čagran, PhD, Full Professor, her main areas of research are the methodology of empirical pedagogical research, didactics, special pedagogy, and special didactics.

Majda Schmidt Krajnc

Majda Schmidt Krajnc, PhD, Full Professor, her research focuses on inclusive education of children with special needs, and the social integration and quality of life of families with children with mental disabilities and other developmental disorders.