Staff Members - Benha University
The effectiveness of a training program based on social cognitive learning theory in developing professional self-efficacy competence among students teachers of special education (learning difficulties
Journal of Al-Bahren for Psychological and educational sciences • 2013
Publication Information
Authors
د امل عبد المحسن الزغبيAAalzoghby, amal abdelmohsen
Keywords
teachers;learning difficulties;special education;professional self-efficacy competence
Journal
Journal of Al-Bahren for Psychological and educational sciences
Publisher
Al-Bahren university
Volume
2
Issue
15
Pages
583- 627
publication.type
Local
Paper Link
Open Link
Supplementary Materials
Not Available
Abstract
Abstract
The present study aimed t identify the effectiveness of a programme based on the social cognitive theory in enhancing the professional self competence of female student teachers who teach to learning disabilities pupils.
To achieve this purpose, a sample of 49 female students of Taibah University, college of Education, was chosen, and divided into two groups; an experimental of 26 and a control of 23. A scale of professional self competence for the teacher of learning disabilities pupils was developed by the researcher and was administered on the sample.
The proposed programme was administered on the experimental group. Then the scale was administered once again to assess the effectiveness of the programme in enhancing the group’s professional self competence. T-test was run to identify the differences between mean scores of both groups.
Results showed that there are statistically significant mean differences in the different dimensions of the scale of professional self competence and in the scale as a whole. The difference was in favor of the students of the experimental group.
The present study aimed t identify the effectiveness of a programme based on the social cognitive theory in enhancing the professional self competence of female student teachers who teach to learning disabilities pupils.
To achieve this purpose, a sample of 49 female students of Taibah University, college of Education, was chosen, and divided into two groups; an experimental of 26 and a control of 23. A scale of professional self competence for the teacher of learning disabilities pupils was developed by the researcher and was administered on the sample.
The proposed programme was administered on the experimental group. Then the scale was administered once again to assess the effectiveness of the programme in enhancing the group’s professional self competence. T-test was run to identify the differences between mean scores of both groups.
Results showed that there are statistically significant mean differences in the different dimensions of the scale of professional self competence and in the scale as a whole. The difference was in favor of the students of the experimental group.