Self-efficiency of teachers for inclusive education in Bosnia and Herzegovina

Abstract

Inkluzivno obrazovanje treba da obezbijedi jednake uslove za obrazovanje svoj djeci. Inkluzija u predškolskim ustanovama obuhvata sublimaciju niza parametara, a jedan od najvažnijih je samoefikasnost odgajateljica. Samoefikasane odgajateljice vjeruju da primjenom stečenog znanja, iskustva i entuzijama mogu obezbijediti dobru inkluzivnu klimu u radu s djecom. Cilj ovog rada je da se utvrdi samoefikasnost odgajateljica za inkluzivno obrazovanje, ali i odnos samoefikasnosti sa godinama starosti, godinama staža, nivoom obrazovanja odgajateljica, kao i obukama koje se tiču inkluzivnog obrazovanja. Uzorkom je obuhvaćeno 114 odgajateljica iz privatnih i državnih predškolskih ustanova iz Bosne i Hercegovine (BiH), a primjenjena je Skala za procjenu samoefikasnosti odgajatelica u inkluzivnoj praksi (The Teacher Efficacy for Inclusive Practices – TEIP, Sharma et al., 2012). Rezultati ovog istraživanja pokazuju da odgajateljce u predškolskim ustanovama u Bosni i Hercegovini imaju visok nivo samoefikasnosti za inkluzivno obrazovanje. U sprovedenom istraživanju rezultati ukazuju da na samoefikasnost odgajateljica za inkluzivo obrazovanje nije značajno utjecala starosna dob, nivo obrazovanja odgajateljica, niti prisustvo edukacijama. Nasuprot tome, dužina radnog staža pokazala se značajnom za samoefikasnost u upravljanju ponašanjem u okviru inkluzivne prkase.Inclusive education should provide equal conditions for education for all children. Inclusion in preschool institutions includes sublimation of a number of parameters, and one of the most important is the self-efficacy of educators. Self-employed educators believe that by applying the acquired knowledge, experience and enthusiasm they can provide a good inclusive climate in working with children. The aim of this paper is to determine the self-efficacy of the preschol educators for inclusive education, but also the relationship of self-efficacy with age, years of service, the level of education of educators, as well as training related to inclusive education. The sample included 114 educators from private and state preschool institutions from Bosnia and Herzegovina (BiH), and the Scale for assessing the self-efficacy of educators in inclusive practice was applied (The Teacher Efficacy for Inclusive Practices – TEIP, Sharma et al., 2012).The results of this research show that educators in preschool in stitutions in Bosnia and Herzegovina have a high level of selfefficacy for inclusive education. In the conducted research, the results indicate that the self-efficacy of educators for inclusive education was not significantly influenced by age, level of education of educators, or attendance at trainings. In contrast, length of service has been shown to be significant for self-efficacy in behavioral management within an inclusive defiance