Brink, A.I. (2023) De Relatie Tussen de Ervaren Autonomie Ondersteunende Omgeving en Self-Efficacy van Bassischoolleerkrachten en de Inzet van Extended Reality. Bachelor thesis, Academische Opleiding Leraar Basisonderwijs (AOLB).
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Abstract
The autonomy supportive environment and teachers’ self-efficacy are key for the successful implementation of Extended Reality. The data was collected through survey research and analyzed using Mann-Whitney-U tests and Spearman’s rank correlation coefficient. This research took place during the spring of 2022 and 2023, with a total of 59 teachers participating. The first aim of this research was to provide insight for teachers who implement Extended Reality in experiencing an autonomy supportive environment and self-efficacy compared to teachers who do not yet implement Extended Reality. No significant differences were found between both groups in experiencing autonomy supportive environment and self-efficacy. The second aim of this research was to provide insight into the possible link between autonomy supportive environment and self-efficacy. This result is somewhat counterintuitive because in contrary to the literature, no correlation between autonomy supportive environment and self-efficacy was found. Although this sample does not show a significant difference, it can be said that the average scores of the teachers are low. Principals are advised to focus on the autonomy-supportive environment and to stimulate self-efficacy of teachers for the successful implementation of Extended Reality in primary education. Keywords: Extended Reality, Autonomy supportive environment, Self-Efficacy, basisschoolleerkrachten
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Mouw, J.M. |
| Degree programme: | Academische Opleiding Leraar Basisonderwijs (AOLB) |
| Differentiation route: | None [Bachelor AOLB] |
| Date Deposited: | 18 Jul 2023 10:14 |
| Last Modified: | 18 Jul 2023 10:14 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2411 |
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