How Does The Teachers Self Efficacy For Teaching Children With Special Needs In A Catholic School Setting Relate To Perceptions Of Inclusion In Special Education

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How Does the Teacher's Self-efficacy for Teaching Children with Special Needs in a Catholic School Setting Relate to Perceptions of Inclusion in Special Education?

Author : Becca Torregrossa
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis How Does the Teacher's Self-efficacy for Teaching Children with Special Needs in a Catholic School Setting Relate to Perceptions of Inclusion in Special Education? by : Becca Torregrossa

Download or read book How Does the Teacher's Self-efficacy for Teaching Children with Special Needs in a Catholic School Setting Relate to Perceptions of Inclusion in Special Education? written by Becca Torregrossa and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the correlation between Catholic school general education teachers’ feelings of self-efficacy regarding teaching children with special needs and their attitudes or beliefs toward inclusive education. The inspiration for this work came from the findings of Jacobs and Sharma (2016), as well as the finding of Sharma, Loreman, and Forlin (2012). By evaluating this correlation, this research may be useful in providing information to help assess the need for advanced professional development programs for teachers focused on increasing teachers’ efficacy regarding work with special needs children in Catholic school general education settings. The researcher hopes this work will be helpful in creating more effective inclusive experiences for their students. This mixed-methods multisite research study was conducted from June 2017 to December 2017. With the scale creators’ permission, this study included semistructured interviews as well as a replication of the Teacher Efficacy for Inclusive Practice (TEIP; Sharma et al., 2012) Scale and the Attitudes to Inclusion Scale (AIS; Jacobs & Sharma, 2016). After the researcher conducted a survey with the TEIP and the AIS, individual audio-recorded interviews were arranged with 10 teachers who participated in the study. Online surveys were administered to approximately 65 Catholic schoolteachers employed within the Diocese of Scranton that consented to participate in the study. Surveys were used to assess teachers’ self-efficacy in the area of teaching children with behavioral and educational difficulties.

General Education Teachers' Self-efficacy in Inclusive Teaching

Author : Harumi Oki
Publisher :
ISBN 13 : 9780438089181
Total Pages : 52 pages
Book Rating : 4.0/5 (891 download)

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Book Synopsis General Education Teachers' Self-efficacy in Inclusive Teaching by : Harumi Oki

Download or read book General Education Teachers' Self-efficacy in Inclusive Teaching written by Harumi Oki and published by . This book was released on 2018 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Based on Albert Bandura's Self-Efficacy Theory, this survey study was conducted to examine general education teachers' self-efficacy in inclusive teaching and the factors that influenced their self-efficacy. The survey results from 42 elementary and middle school teachers revealed that they were generally confident in teaching special education students although they were uncertain about their abilities to perform specific inclusive teaching tasks. Contrary to the investigator's hypothesis, the elementary school teachers in this study had higher self-efficacy in inclusive teaching than the middle school teachers. A positive correlation was found between the teacher's self-efficacy level and prior training in inclusion, supporting the idea that prior training helps improve teachers' self-efficacy. Perceived administrative support was also found to be a variable that influenced teachers' self-efficacy."--Abstract, p. 1.

Research for Inclusive Quality Education

Author : Christopher Boyle
Publisher : Springer Nature
ISBN 13 : 9811659087
Total Pages : 318 pages
Book Rating : 4.8/5 (116 download)

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Book Synopsis Research for Inclusive Quality Education by : Christopher Boyle

Download or read book Research for Inclusive Quality Education written by Christopher Boyle and published by Springer Nature. This book was released on 2022-11-10 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

Resources in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Influence of Perceived Collective Teacher Efficacy, and Contextual Variables on Individual Teacher Efficacy of Special Education Teachers Serving Students from Culturally and Linguistically Diverse Backgrounds

Download The Influence of Perceived Collective Teacher Efficacy, and Contextual Variables on Individual Teacher Efficacy of Special Education Teachers Serving Students from Culturally and Linguistically Diverse Backgrounds PDF Online Free

Author : Szu-Yin Chu
Publisher :
ISBN 13 :
Total Pages : 376 pages
Book Rating : 4.:/5 (69 download)

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Book Synopsis The Influence of Perceived Collective Teacher Efficacy, and Contextual Variables on Individual Teacher Efficacy of Special Education Teachers Serving Students from Culturally and Linguistically Diverse Backgrounds by : Szu-Yin Chu

Download or read book The Influence of Perceived Collective Teacher Efficacy, and Contextual Variables on Individual Teacher Efficacy of Special Education Teachers Serving Students from Culturally and Linguistically Diverse Backgrounds written by Szu-Yin Chu and published by . This book was released on 2010 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research over the last three decades has documented that teacher efficacy has an effect on student achievement (Armor et al., 1976; Bandura, 1997). The literature on culturally responsive teaching (CRT) recognizes teacher efficacy as one of the attributes of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds (Gay, 2000; Ladson-Billings, 1994). Researchers (e.g., Goddard & Goddard, 2001) have also found that collective teacher efficacy (CTE) beliefs can affect teachers' goal setting, motivation, and persistence with challenging tasks or situations; specifically, the CTE construct not only explains school-level effects on achievement, but also explains effects on individual teachers' self-efficacy. When CLD students require special education services, their instruction must be equally responsive to their cultural and linguistic characteristics in addition to their educational needs based on the disability (García & Ortiz, 2004; McCray & García, 2002). Consequently, CRT practices are central to improve these students' learning outcomes (Gay, 2000). The purpose of this descriptive, correlational survey research study was to investigate (a) the relationship between special education teachers' collective teacher efficacy beliefs and CRT efficacy for teaching CLD students in special education; and (b) the influences of personal and professional background variables on participating teachers' CRT efficacy beliefs. The survey was sent to 855 special education teachers of CLD students with disabilities in three urban school districts in Texas; 344 complete responses were received, yielding a 44% response rate. The survey consisted of four sections: Background Information, Collective Teacher Efficacy (CTE), Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and Culturally Responsive Teaching Outcome-Expectancy Scale (CRTOE). Data were analyzed using descriptive statistics, factor analysis, analysis of variance, and multiple regression. The results revealed statistically significant relationships (a) between CRTSE and CRTOE beliefs, with a positive and moderate association; and (b) between CTE and CRT efficacy beliefs (CRTSE as well as CRTOE), but the associations were positive and weak. Teachers' language characteristics, instructional setting, certification in bilingual education/English as a second language, and their perceptions of the quality of their professional preparation emerged as significant influences on their CRTSE and CRTOE beliefs. Implications for teacher education and future research are presented.

Adolescence and Education: General Issues in the Education of Adolescents

Author : Frank Pajares
Publisher : Iap
ISBN 13 : 9781931576451
Total Pages : 0 pages
Book Rating : 4.5/5 (764 download)

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Book Synopsis Adolescence and Education: General Issues in the Education of Adolescents by : Frank Pajares

Download or read book Adolescence and Education: General Issues in the Education of Adolescents written by Frank Pajares and published by Iap. This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs

Author : Emerald Ochonogor
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs by : Emerald Ochonogor

Download or read book Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs written by Emerald Ochonogor and published by . This book was released on 2019 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.

General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings

Author : Jennifer H. Condrey
Publisher :
ISBN 13 :
Total Pages : 340 pages
Book Rating : 4.:/5 (913 download)

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Book Synopsis General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings by : Jennifer H. Condrey

Download or read book General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings written by Jennifer H. Condrey and published by . This book was released on 2015 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Pinkerton, Rosa (singer)

Author :
Publisher :
ISBN 13 :
Total Pages : 126 pages
Book Rating : 4.:/5 (729 download)

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Book Synopsis Pinkerton, Rosa (singer) by :

Download or read book Pinkerton, Rosa (singer) written by and published by . This book was released on 19?? with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Material in the Australian performing arts programs and ephemera (PROMPT) collection consists of programs and related items for Australian performing arts organisations, Australian artists performing overseas, professional productions performed in Australia (including those featuring overseas performers) and overseas performances of Australian plays, music, etc.

Explorations of Teacher Self-efficacy Towards Students with Special Needs and Professional Development Characteristics

Author : Denise Hart Arterbery
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (17 download)

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Book Synopsis Explorations of Teacher Self-efficacy Towards Students with Special Needs and Professional Development Characteristics by : Denise Hart Arterbery

Download or read book Explorations of Teacher Self-efficacy Towards Students with Special Needs and Professional Development Characteristics written by Denise Hart Arterbery and published by . This book was released on 2018 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher self-efficacy has been linked to positive student outcomes. This mixed methods study aimed to examine the beliefs of regular education teachers concerning their ability to educate student with special needs. The modified Teacher Self Efficacy Survey was administered to 51 general education teachers, and 9 teachers participated in focus groups. Data revealed that general education teachers feel less efficacious for educating students with special needs in the areas of engagement, instructional strategies, and classroom management. Focus groups revealed that teachers felt that working with a consultant, guided planning, and differentiated professional development would increase their efficacy for educating students with special needs. This study makes recommendations for the professional development, focused on educating students with special needs, provided to general education teachers.

Effect of perceived self-efficacy and certification on teachers of students with emotional disabilities exhibiting behaviors

Author : Maisha Evonne Williams
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Effect of perceived self-efficacy and certification on teachers of students with emotional disabilities exhibiting behaviors by : Maisha Evonne Williams

Download or read book Effect of perceived self-efficacy and certification on teachers of students with emotional disabilities exhibiting behaviors written by Maisha Evonne Williams and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher efficacy is a motivational construct that suggests teachers' beliefs in their perceived efficacy affects the learning environments they create and the academic achievement of their students. Perceived self-efficacy affects the effort and persistence teachers exude during obstacles, such as when students exhibit challenging behaviors, regardless if the teacher is alternatively or traditionally certified. The purpose of this causal-comparative study was to test the construct of self-efficacy grounded in the social cognitive theory and compare a teachers' route to licensure (traditional or alternative) to perceived self-efficacy for special education teachers (SETs) of students with emotional disabilities exhibiting challenging behaviors. A convenience sample of SETs at a regional program in southeastern United States was surveyed using the long form of the Teachers' Sense of Efficacy Scale (TSES). Data from 45 surveys were analyzed using a multivariate analysis of variance and independent samples t test. Results of the study indicated there is no significant difference in the perceived self-efficacy among traditionally and alternatively certified SETs of students with emotional disabilities exhibiting challenging behaviors. School administrators must continue to find ways to support special education teachers through mentoring, trainings, and professional development. Recommendations include research to determine if professional development leads to increased perceived self-efficacy.

A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge

Download A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge PDF Online Free

Author : Reginald Brown
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge by : Reginald Brown

Download or read book A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge written by Reginald Brown and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine the teacher self-efficacy of high school special education mathematics inclusion teachers with regard to their content knowledge in Long State Independent School District (pseudonym). The central question that guided this study was as follows: What are the perceptions of special education mathematics teachers in the inclusion classroom in regard to their mathematical content knowledge? The research was conducted using a school district located in Southeast, Texas. The research is grounded in Bandura’s social cognitive theory which suggests that through cognitive self-guidance humans can evaluate and modify courses of actions that override human influence. The research is also grounded by Lev Vygotsky’s zone of proximal development that proposes that teachers are important in student development. To collect data, participants engaged in an interview, participated in a focus group interview, and took a self-efficacy survey. Data were analyzed to find codes and themes about the lived experiences of the participants. All the participants in this study believed that they were competent enough to provide an adequate level of instruction to all students. However, the extent to which they were confident varied greatly. Most of the participants noted that their ability to deliver effective instruction in the inclusion classroom was because they were good mathematics students in high school and they could help others. The participants who did not have math classes in college wished they had and believed it would have made them better co-teachers. However, they also pointed to organizational constraints as impeding their abilities to be successful.

Perceptions of the Sources of Self-efficacy in Special Education Teachers of Writing

Author : Jennifer Marlene Ludtke
Publisher :
ISBN 13 :
Total Pages : 227 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis Perceptions of the Sources of Self-efficacy in Special Education Teachers of Writing by : Jennifer Marlene Ludtke

Download or read book Perceptions of the Sources of Self-efficacy in Special Education Teachers of Writing written by Jennifer Marlene Ludtke and published by . This book was released on 2021 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the perceptions of intermediate special education teachers regarding the factors that influence their self-efficacy toward teaching writing to students with disabilities. Students with learning disabilities rank at the bottom of national test scores for writing, resulting in a dire need for increased writing instruction (Institute of Education Sciences, 2011). Special education teachers may struggle to provide adequate writing instruction because of a lack of training, resources, support, or low self-efficacy (Graham, 2019; Hodges et al., 2019; Risko & Reid, 2019). Teacher self-efficacy influences student self-efficacy and positive student outcomes (Bandura, 1997). This study addressed the central research question relating to how special education teachers described the factors that influence the development of their self-efficacy towards teaching writing to students with learning disabilities. A purposeful sampling of teachers participated in this study. Data collection methods included semi-structured interviews, audio journals, and online focus groups. Data was viewed through Bandura's theoretical framework of self-efficacy. Moustaka's (1994) modification of the Van Kaam method of data analysis was applied. Data were initially read and reread through horizonalization and then coded using NVivo 12 qualitative research software. The following themes emerged: learning to write, teacher training, mentors and models, experiences teaching writing, and feedback. Special education teachers noted fewer experiences that developed high levels of self-efficacy toward teaching writing, creating a need for the development of teacher training and professional development opportunities specific for special education teachers for writing.

Self-efficacy Among Special Education Teachers who Teach Students Diagnosed with Autism Spectrum Disorder

Author : Pamella Tracy Hosley
Publisher :
ISBN 13 :
Total Pages : 141 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Self-efficacy Among Special Education Teachers who Teach Students Diagnosed with Autism Spectrum Disorder by : Pamella Tracy Hosley

Download or read book Self-efficacy Among Special Education Teachers who Teach Students Diagnosed with Autism Spectrum Disorder written by Pamella Tracy Hosley and published by . This book was released on 2019 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to determine the relationship between perceived self-efficacy and work engagement among teachers of students diagnosed with autism spectrum disorder (ASD). Self-Efficacy data will be gathered using the Ohio version of the Teachers’ Sense of Efficacy Scales (TSES-T) and the student engagement, classroom management and the instructional strategies sub-scales. Work engagement will be evaluated using the Utrecht Work Engagement Total Scale. Participants will be 66 special education teachers who teach students diagnosed with ASD. A bivariate correlational design employing a Pearson correlation analysis was used to determine if there is a significant relationship between work engagement and perceived self-efficacy as measured by the TSES-T subscales consisting of; instructional strategies, classroom management, and student engagement, among special education teachers who teach students with ASD. The results revealed that special education teachers believed that they have the ability to cope with teaching ASD students (self-efficacy) and that they have significant influence on the workplace environment (the agentic aspect of social cognitive theory).

The Role of an Introductory Special Education Course in Shaping the Attitudes and Sense of Self-efficacy of Pre-service Teachers

Author : Anne R. Dilts
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (952 download)

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Book Synopsis The Role of an Introductory Special Education Course in Shaping the Attitudes and Sense of Self-efficacy of Pre-service Teachers by : Anne R. Dilts

Download or read book The Role of an Introductory Special Education Course in Shaping the Attitudes and Sense of Self-efficacy of Pre-service Teachers written by Anne R. Dilts and published by . This book was released on 2015 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational reforms have resulted in an increase of students with disabilities in inclusive educational settings. Teachers report they do not feel adequately prepared to teach in inclusive classrooms. The attitude of the classroom teacher could be the most critical factor to a student's success in an inclusive environment. Theachers with more positive attitudes and higher self-efficacy towards inclusion are more likely to adjust their curriculum and instruction to meet the needs of all students in the classroom. This quantitative study examined attitudes and self-efficacy of preservice teachers regarding inclusive education as well as the variables related to the perceptions. There is conflicting information about how teacher education programs can best influence preservice teachers' attitudes and self-efficacy towards inclusion. The results of this study have implications for educators involved in preparing teachers for inclusive classrooms. -- From abstract.

The Influence of Administrative Support on Special Education Teacher Self-efficacy at the Middle School Level in a Small Northeast State

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Author : Ryan Borden
Publisher :
ISBN 13 :
Total Pages : 462 pages
Book Rating : 4.:/5 (116 download)

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Book Synopsis The Influence of Administrative Support on Special Education Teacher Self-efficacy at the Middle School Level in a Small Northeast State by : Ryan Borden

Download or read book The Influence of Administrative Support on Special Education Teacher Self-efficacy at the Middle School Level in a Small Northeast State written by Ryan Borden and published by . This book was released on 2018 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the passing of the Individuals with Disabilities Education Act (IDEA 2004) and the Every Students Succeeds Act (ESSA, 2015) the role of special educators has become increasingly diverse. The defining structure of what enables teachers to effectively deliver instruction can be measured through self-efficacy (Bandura, 1997). Teachers with higher self-efficacy are more likely to overcome the burdens of their jobs (Guo, MacDonald Connor, Yanyun, Roehrig, & Morrison, 2012). Supportive leadership is a predictor of positive outcomes in special education (Murawski & Dieker, 2013). Understanding what factors of administrative support influence the self-efficacy of special educators allows leaders to provide more meaningful and consistent support to special educators. The purpose of this mixed methods sequential, explanatory study was to determine the factors of administrative support that influence the self-efficacy of special educators at middle schools in a small northeast state. The following research questions were addressed: 1. How do the components of administrative support relate to special education teacher self-efficacy? a. How do the components of administrative support relate to building level administrator self-efficacy? 2. What is the relationship between the special educator’s perceived level of administrative support and their reported self-efficacy? 3. What is the relationship between the building level administrator’s perceived level of support given and the reported levels of special educator self-efficacy? a. What is the relationship between the perceived level of support provided by BLAS to special educators and BLA self-efficacy? 4. How do administrator and teacher descriptions further explain the relationship among support and self-efficacy? a. How do building level administrators describe their support to special educators? b. How do special educators describe support provided by their building level administrator? During the quantitative phase, a questionnaire was administered to middle school administrators and special educators to measure perceptions of their relationship and its influence on the self-efficacy of special educators. During the second phase, individual interviews were conducted to explore how both participant groups describe the factors that contribute to their relationship (Rubin & Rubin, 2012). The results of this study found a relationship between administrative support and special educator self-efficacy.

A Study of Self-efficacy and Teacher Responsibility Beliefs of General and Special Education Teachers Within Inclusive Classrooms

Author : Miranda Christina Self
Publisher :
ISBN 13 :
Total Pages : 254 pages
Book Rating : 4.:/5 (126 download)

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Book Synopsis A Study of Self-efficacy and Teacher Responsibility Beliefs of General and Special Education Teachers Within Inclusive Classrooms by : Miranda Christina Self

Download or read book A Study of Self-efficacy and Teacher Responsibility Beliefs of General and Special Education Teachers Within Inclusive Classrooms written by Miranda Christina Self and published by . This book was released on 2020 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study explored the self-efficacy and responsibility beliefs of teachers within inclusive classrooms. Data were collected from 192 teachers through out the state of Tennessee with experience in inclusive classrooms in grades K-12. The Techer Responsibility Scale (TRS) allowed participants to answer questions regarding their confidence in their own abilities and their levels of responsibility concerning their confidence their actions within the inclusive classroom. Analyses indicated that both general and special education teachers share similar self-efficacy and responsibility beliefs; however, each individual group had significantly higher senses of responsibility when compared to their self-efficacy beliefs. results from this study are beneficial to all education stakeholders and emphasize the need to offer a well-balanced curriculum within Educator Preparation Programs (EPPs) in order to increase the confidence and responsibility beliefs of new teachers as they enter the profession.