Perspectief innemen van de leerling: wat doet dit met het competentiegevoel van de leerkracht?

More and more students with (behavioral) special needs join regular primary schools. With no extra training or support, teachers face difficult situations every day. Teachers’ self-efficacy is an important feature which is under pressure due to lack of knowledge how to deal with difficult situations of their students. This study examined the effectiveness of an intervention in active perspective taking in an online experiment in a questionnaire on teachers’ student specific self-efficacy (L-TSES), while controlling for the teacher-student relationship and the baseline feeling of teachers’ self-efficacy. A total of 60 teachers completed the questionnaire. They were randomly assigned to either an experimental or a control group. A univariate Analysis of Covariance (ANCOVA) showed no significant difference between both groups. For student engagement (SE), emotional support (ES) and the total feeling of self-efficacy, there seems to be an effect stemming from the baseline feeling of...Show moreMore and more students with (behavioral) special needs join regular primary schools. With no extra training or support, teachers face difficult situations every day. Teachers’ self-efficacy is an important feature which is under pressure due to lack of knowledge how to deal with difficult situations of their students. This study examined the effectiveness of an intervention in active perspective taking in an online experiment in a questionnaire on teachers’ student specific self-efficacy (L-TSES), while controlling for the teacher-student relationship and the baseline feeling of teachers’ self-efficacy. A total of 60 teachers completed the questionnaire. They were randomly assigned to either an experimental or a control group. A univariate Analysis of Covariance (ANCOVA) showed no significant difference between both groups. For student engagement (SE), emotional support (ES) and the total feeling of self-efficacy, there seems to be an effect stemming from the baseline feeling of teachers’ self-efficacy. Behavior management (BM) seem to be affected by the relationship (domain conflict) between the teacher and student. Even though none of the self-efficacy domains turn out to be significant related to the condition perspective taking, this study triggers further investigations. Especially the direct and latency effects in teachers’ self-efficacy after the intervention in active perspective taking could be further investigated.Show less

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Perspectief innemen van de leerling: wat doet dit met het competentiegevoel van de leerkracht?