You are here
Monograde and multigrade special education teachers' sense of self-efficacy beliefs
| Title: | Monograde and multigrade special education teachers' sense of self-efficacy beliefs. |
 42 views 3 downloads |
|---|---|---|
| Name(s): | Tutt, Felix Antonio, author. | |
| Type of Resource: | text | |
| Genre: |
Bibliography Text-txt Academic Theses. Electronic Thesis Or Dissertation. |
|
| Issuance: | monographic | |
| Other Date: | 2019. | |
| Publisher: | University of West Florida, | |
| Place of Publication: | Pensacola, Florida : | |
| Physical Form: | electronic resource | |
| Extent: | 1 online resource (x, 160 leaves) | |
| Language(s): | eng | |
| Abstract: | Challenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special education monograde and multigrade teachers to determine if classroom type influenced self-efficacy levels in student engagement, instructional practice, and classroom management. Data collected from the Teacher's Sense of Self-Efficacy Scale (TSES) were analyzed. An unpaired, independent t-test assessed any mean differences between variables. The researcher found that multigrade teachers exhibited lower levels of self- efficacy than monograde teachers when assessing how much they can do to get through to and engage the most difficult students. Related to theoretical constructs, lower self-efficacy among multigrade special education teachers may be attributed to lack of individual success engaging these students or opportunities to be observed or be motivated by other successful teachers. The study also highlights that while classroom type may have some influence on teacher self-efficacy levels in student engagement, additional research is needed to identify what other aspects of the learning environment influence special education teacher self-efficacy. Improving special education teachers' self-efficacy may increase teacher resilience in the profession midst of challenges. | |
| Identifier: | 1130060784 (oclc), WFE0000677 (IID) | |
| Note(s): |
by Felix Antonio Tutt. College of Education and Professional Studies; Department of Educational Research and Administration Dissertation (Ed.D.) University of West Florida 2019 Includes bibliographical references. Also available in print. |
|
| Subject(s): |
University of West Florida Special education educators Self-efficacy -- Education Dissertations, Academic Academic theses |
|
| Library Classification: | LD1807.F62j 2019 T888 | |
| Persistent Link to This Record: | Read full text online | |
| Host Institution: | UWF | |
| Other Format: |
Monograde and multigrade special education teachers' sense of self-efficacy beliefs. (Print version:) (OCoLC)1130060626 |
