Pedagogu zināšanu par uzmanības deficīta un hiperaktivitātes traucējumiem un līdzjūtības noguruma saistība ar attieksmi pret iekļaujošo izglītību
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Latvijas Universitāte
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lav
Abstract
Pētījuma mērķis bija izpētīt pedagogu attieksmes pret iekļaujošo izglītību saistību ar viņu zināšanu līmeni par uzmanības deficīta un hiperaktivitātes traucējumiem (turpmāk tekstā - UDHT) un līdzjūtības nogurumu. Pētījumā piedalījās 485 Latvijas vispārējās pamatizglītības pedagogi vispārizglītojošās skolās. Tika izmantotas trīs šī maģistra darba ietvaros latviešu valodā adaptētas aptaujas: Zināšanas par uzmanības deficīta traucējumu skala, Skolotāju attieksme pret iekļaušanu skala un Līdzjūtības noguruma skala. Rezultāti atklāja statistiski nozīmīgu pozitīvu saistību starp UDHT zināšanām un pedagogu attieksmi pret iekļaušanu, kā arī negatīvu saistību starp līdzjūtības nogurumu un pedagogu attieksmi. No visiem aplūkotajiem mainīgajiem attieksmi vislabāk prognozēja zināšanu līmenis par UDHT, zemāks līdzjūtības nogurums un jaunāks pedagogu vecums. Rezultāti uzsver nepieciešamību stiprināt gan pedagogu izpratni par UDHT, gan viņu emocionālo noturību iekļaujošas izglītības kontekstā.
The objective of the research was to examine the correlation between the teachers' attitudes towards the inclusive education and their level of knowledge about Attention Deficit Hyperactivity Disorder (hereinafter - ADHD) and also their level of compassion fatigue. In total, 485 general education teachers working in Latvian basic education schools participated in the research. Three questionnaires adapted into Latvian were used for the purpose of the Master's thesis: the Knowledge of Attention Deficit Disorders Scale (KADDS), the Teacher Attitudes Toward Inclusion Scale (TATIS), and the Compassion Fatigue Scale (CF). The results revealed a statistically significant positive correlation between ADHD knowledge and teachers’ attitudes towards inclusion, as well as a negative correlation between compassion fatigue and teachers’ attitudes. Among all the examined variables, the best predictors of attitude were the following: a level of ADHD knowledge, lower compassion fatigue, and younger teacher age. The findings highlight the importance of reinforcing both teachers’ understanding of ADHD and their emotional resilience in the context of inclusive education.
The objective of the research was to examine the correlation between the teachers' attitudes towards the inclusive education and their level of knowledge about Attention Deficit Hyperactivity Disorder (hereinafter - ADHD) and also their level of compassion fatigue. In total, 485 general education teachers working in Latvian basic education schools participated in the research. Three questionnaires adapted into Latvian were used for the purpose of the Master's thesis: the Knowledge of Attention Deficit Disorders Scale (KADDS), the Teacher Attitudes Toward Inclusion Scale (TATIS), and the Compassion Fatigue Scale (CF). The results revealed a statistically significant positive correlation between ADHD knowledge and teachers’ attitudes towards inclusion, as well as a negative correlation between compassion fatigue and teachers’ attitudes. Among all the examined variables, the best predictors of attitude were the following: a level of ADHD knowledge, lower compassion fatigue, and younger teacher age. The findings highlight the importance of reinforcing both teachers’ understanding of ADHD and their emotional resilience in the context of inclusive education.