Preliminary communication
https://doi.org/10.31299/hrri.60.2.6
Impact of teachers' background on their perceptions of factors influencing the effectiveness of lessons
Jan Čibej
; Ljubo Šercer Primary School, Reška cesta 6, Kočevje, Slovenia
*
* Corresponding author.
Abstract
Measuring the effectiveness of lessons is a complex activity and is often based on the perceptions of teachers, which can also be influenced by the characteristics of individual teachers. The goal of this research study was to compare the attitudes of teachers, who are part of an adapted educational programme with a lower educational standard, on the importance of various factors related to the effectiveness of lessons. The factors evaluated include their basic education, years of work experience, and the assessment of their own competence for working with students with special needs. The research sample consisted of 112 teachers who were part of the above-mentioned educational programme. The Kolmogorov-Smirnov test was used to assess the normality of the data and the Kruskal-Wallis test was used to compare the teachers’ views on the importance of the influence of a single factor on the effectiveness of lessons (i.e.,) the characteristics of the teachers’ background. The results show that, based on the basic education of the teachers, there are differences in the teaching materials and the teaching and didactic aids used during lessons. Special and rehabilitation pedagogues attribute a greater influence of these variables on the effectiveness of lessons compared to teachers with the different educational background. Differences were also observed in the lesson planning variable: teachers with higher number of years of work experience believe that lesson planning has a significant influence on the effectiveness of lessons. Furthermore, the results indicate that differences in terms of self-assessed competence in working with students with special needs are associated with the motivation variable: teachers who reported high competence for working with students with special needs attributed this variable as having the greatest influence on the effectiveness of lessons. Based on these findings, we attempted to explain the potential reasons for the differences observed in the perceptions of teachers regarding the influence of individual variables on the effectiveness of lessons and how these variables may change based on the background of the teachers involved in the present research study.
Keywords
children with special needs; effectiveness of lessons; effective lesson implementation; teachers’ background information
Hrčak ID:
323962
URI
Publication date:
19.12.2024.
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