Evaggelos Foykas
Biographic Data
| ID | 9978112 |
|---|---|
| NAME | Evaggelos Foykas |
| GIVEN NAMES | Evaggelos |
| FAMILY NAME | Foykas |
| SIGNATURE | FOYKAS E |
| AFFILIATIONS | University of Thessaly |
| ORCID | 0009-0001-3872-6945 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Linking Attitudes, Self-Efficacy, and Intentions for Inclusion Among Secondary Special Education Teachers
The growing emphasis on inclusive education highlights teachers’ attitudes and self-efficacy as interrelated yet distinct correlates of inclusive teaching. Building on prior literature that underscores their conceptual proximity, this study aimed to examine how teachers’ views on inclusion relate to their self-reported intentions and perceived self-efficacy for inclusive teaching. Given the cross-sectional, self-report design, the study addresses…
Transformative Potential in Special Education
This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Clas…
No prominent works on this page.
Transformative Potential in Special Education
This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Clas…
Linking Attitudes, Self-Efficacy, and Intentions for Inclusion Among Secondary Special Education Teachers
The growing emphasis on inclusive education highlights teachers’ attitudes and self-efficacy as interrelated yet distinct correlates of inclusive teaching. Building on prior literature that underscores their conceptual proximity, this study aimed to examine how teachers’ views on inclusion relate to their self-reported intentions and perceived self-efficacy for inclusive teaching. Given the cross-sectional, self-report design, the study addresses…
Collaborative Teaching and Inclusion (2 works) · Exploratory research (2 works) · Teacher Education and Leadership Studies (2 works) · Data collection (1 works) · Disability Education and Employment (1 works) · Experiential learning (1 works) · Exploratory factor analysis (1 works) · Inclusion and Disability in Education and Sport (1 works) · Perception (1 works) · Professional development (1 works)