Abstract
ABSTRACT The purpose of this study was to investigate the mediating role of problem-solving coping strategies in the relationship between thinking styles (legislative, executive, and judicial) and teachers’ attitudes towards distance education (difficulties related to distance education and efficacy in distance education). The study sample consisted of 556 special education teachers, 122 males (21.9%) and 434 females (78.1%), with an average age of 37.90 years (SD = 7.12). The results confirmed the role of problem-solving coping as a mediator for legislative thinking style on difficulties related to distance education. Furthermore, the findings indicated a positive relationship between judicial style and efficacy in distance education. The results of this study highlight the importance of developing specific special education teacher trainings to promote positive attitudes towards distance education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
