The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower educational standards. We defined the competences of the modern teacher, we stated various classroom management styles and strategies and last we defined the notion of professional development.
In the empirical part of the thesis, we presented the results of the survey, which included 62 special education teachers. Data were collected using a questionnaire. We aimed to find out which area of competences of the modern teacher is the most important, according to special education teachers who teach in an adapted educational program with lower educational standards. We wanted to determine the key competences for classroom management, according to special education teachers. We aimed to find out how well they have developed those competences and how effectively they handle behavioral and other problems, students have. We were interested in the dominant classroom management styles and disciplinary approaches special education teachers adopt. Finally, we defined the factors that influence their professional development in classroom management.
The survey showed that according to special education teachers effective teaching is the most important area of competences of the modern teacher. Among the key competences for classroom management they have exposed effective communication with pupils. Most special education teacher assessed they have well developed those competences and are effective in handling behavioral and other problems, students have. Most teachers adopt democratic classroom management styles and have exposed establishing good relationships between teachers and students as the most appropriate disciplinary approach. They believe that school atmosphere and relations with colleagues are the factors that influence their professional development in classroom management the most.
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