Stampoltzis Aglaia, Tsitsou Elisavet, Papachristopoulos George
Special Teaching Staff, School of Pedagogical and Technological Education, Irakleio Attikis, 14121, Athens, Greece.
Primary School Teacher, 4th Local Education Authority of Athens, Greece.
Dyslexia. 2018 May;24(2):128-139. doi: 10.1002/dys.1586. Epub 2018 Apr 10.
The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59 years old, with an average overall work experience of 16.6 years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate. Overall, the participating teachers report a wide range of educational interventions for pupils with dyslexia emphasizing the psychological aspects of support. They also face a number of barriers, but in general they express neutral to positive attitudes to dyslexia. Results show that attitudes, subjective norms and perceived behavioural control significantly predicted the teachers' intention towards teaching dyslexic pupils, thus confirming the applicability of the selected TPB model. Recommendations for teachers' training and limitations of the study are discussed.
本研究旨在运用计划行为理论（TPB）模型，考察希腊公立小学教师对诵读困难学生教学的态度和意愿。为此，304名年龄在22岁至59岁之间、平均工作经验为16.6年的教师完成了一份TPB问卷，该问卷评估了他们的态度、主观规范和感知行为控制、他们的意愿以及其他外部因素。问卷的效度和信度被认为是足够的。总体而言，参与调查的教师报告了针对诵读困难学生的广泛教育干预措施，强调支持的心理方面。他们也面临一些障碍，但总体上对诵读困难持中立到积极的态度。结果表明，态度、主观规范和感知行为控制显著预测了教师对诵读困难学生教学的意愿，从而证实了所选TPB模型的适用性。文中还讨论了对教师培训的建议以及本研究的局限性。
