The Relationship Between Teachers' Self-efficacy and Attitudes Toward Inclusion Among Coteachers PDF Download
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Author: Dawn L. Kaphausen
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Author: Dawn L. Kaphausen
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Author: Nadine Randoll
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Category :
Languages : en
Pages :
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Author: Stephanie M. Wood
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Category : Classroom management
Languages : en
Pages : 0
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The purpose of this quantitative correlation study is to determine if there is a relationship between in-service secondary teachers’ self-efficacy regarding student engagement, instructional practices, and classroom management and their attitudes toward the inclusive setting. Secondary teachers’ self-efficacy is imperative to student engagement, instructional practices, and classroom management in an inclusive setting. The study surveys 67 in-service middle and high school level general education teachers from a single, rural school district in eastern Pennsylvania. Data were collected using two surveys which are the long form of Teachers’ Sense of Efficacy Scale and The Scale of Teacher’s Attitudes towards Inclusive Classroom. Data were collected anonymously through Survey Monkey. A Pearson product-moment correlation was used to analyze the data. The results revealed a statistically significant positive correlation at a very large effect size between student engagement and attitudes toward inclusion, instructional practices and attitude toward inclusion, and classroom management and attitudes toward inclusion.
Author: G. Jaylee Swanson ($q (Georgia Jaylee))
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Category :
Languages : en
Pages : 0
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Author: Sherrie Robbins
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Category : Inclusive education
Languages : en
Pages : 163
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The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their special education population as defined by Adequate Yearly Progress and most recently, the College and Career Ready Performance Index. The participants were employed in a district in the metro Atlanta area. The primary research question was, "What are the experiences of general education teachers in inclusion and co-teaching classrooms in schools that have met Adequate Yearly Progress and College and Career Ready Performance Index for students with disabilities?" The three sub-questions addressed the self-efficacy, motivation, and perceptions of the teachers. Data collection included interviews, participant journals, and a focus group. Analysis followed procedures for a transcendental phenomenological study as outlined by Moustakas (1994). Four themes emerged regarding their experiences: (a) putting forth the effort to be life-long learners, (b) valuing the power of relationships, (c) thriving off of student success, and (d) setting aside frustrations and understanding the big picture.
Author: Kimberly Robin Arbus
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ISBN:
Category :
Languages : en
Pages : 144
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Author: Kimberly Lovett Edwards
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Category : Elementary school teachers
Languages : en
Pages : 0
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The purpose of this qualitative transcendental phenomenological study was to understand elementary-level general education teachers’ attitudes and efficacy regarding teaching students with disabilities in an inclusion classroom environment. Bandura’s self-efficacy theory guided this study of teachers’ relationships with their attitudes and efficacy levels with educating students with disabilities in the inclusion classroom environment. The research questions addressed the teachers’ attitudes toward the inclusion of students with disabilities in the inclusion classroom environment. Ten teachers from local elementary public schools participated in individual interviews, and 4 engaged in a focus group interview. The individual and focus interviews were recorded, digitally transcribed with a qualitative computer software program, and examined to determine rich codes and themes. Five themes emerged from data analysis—addressing challenges of teaching students in the inclusion environment, addressing benefits of teaching students in the inclusion environment, effectiveness of professional development or training opportunities, general education teachers’ perceptions of their self-efficacy, and administrators’ support in the inclusion environment—showing the benefits, challenges, and participants’ thoughts of teaching in the inclusion classroom environment. The participants outlined the importance of professional development and administration support to teach students with disabilities in the inclusion classroom setting. Overall, the themes provided a rich and nuanced understanding of the attitudes, experiences, and efficacy of general education teachers in teaching students with disabilities in the inclusion classroom environment.
Author: William John Burt
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 218
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Many policy makers have developed and implemented rules, laws, and regulations that imply a good teacher can be effective independent of educational circumstance, environment, or context. The level of teacher efficacy can be a predictor of outcomes in student and achievement; however, the role of the context of teaching is not well understood with relationship to teacher efficacy. The purpose of this study was to determine if there were significant relationships among contexts of teaching and teacher efficacy. Specifically, this study explored three contextual factors of teaching (colleague support, principal support, and teaching assignment) in relation to teacher efficacy (classroom management, instructional strategies, and student engagement). The efficacy of teachers was assessed through the Teacher Sense of Efficacy Scales (TSES); the context of teachers was measured using an adapted form of the First Year Teacher Survey (FYTS). Data from 178 elementary teachers working in 12 schools representing different socio-economic status were analyzed. The results indicated that the teachers included in this study had a strong sense of teacher efficacy and context of teaching. Findings indicated moderate levels of linear relationships among the three variables for context of teaching and weak levels of linear relationships between the variables of efficacy and context of teaching. Additionally, principal support and classroom management were found to be positively correlated with school setting, specifically Title I schools. As teachers face the challenges of educating in the 21st century, with an emphasis on achievement, effective instruction, and accountability, findings from this study provide insight into the relationship among teachers' beliefs in their ability to teach and the context in which they work. Stakeholders in the educational community should recognize the importance of the contributing factors that impact teachers' self-efficacy.
Author: Kelly Jo Wohlgamuth
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 125
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The purpose of this quantitative study was to examine the perceived teacher efficacy in co-teaching in inclusive classrooms among Resident Educators in Ohio. Novice teachers are required to participate in the program for the first four years of their teaching experience. Research shows that co-teaching is a necessary and effective practice in meeting the needs of all students. Higher teacher efficacy leads to more effective instruction. Data were collected utilizing the Teacher Efficacy for Inclusive Practice scale along with demographic questions. A total of 53 Resident Educators were included in the data analysis in December 2015. The study population included primary through high school special and regular education teachers. Inferential statistics were utilized to analyze the three research questions. The first research question examined program (special education vs. regular education) differences in the number of college courses that discussed co-teaching along with the efficacy items and subscales from the Teacher Efficacy for Inclusive Practice scale. Special education Resident Educators reported significantly more college courses that discussed co-teaching than regular education Resident Educators. Special education teachers were also significantly more confident in designing learning tasks to ensure the individual needs of the students with disabilities were accommodated. And even more compelling, special education teachers were more able to serve as advocates for students with special needs because they possessed higher perceived self-efficacy in the governing laws and policies. The results showed that the increased perceived self-efficacy of special education teachers allowed then to more readily inform others who know little about the laws and policies related to the inclusion of students with disabilities than regular education teachers. Regular education Resident Educators, however, were significantly more confident in having students work together in pairs or in small groups than special education Resident Educators. The second research question examined the Teacher Efficacy for Inclusive Practice scale items and the four subscales in relation to the number of years of teaching experience. Resident Educators in their third and fourth year of teaching had significantly higher perceived self-efficacy on one item in the Efficacy in Managing Behavior subscale, calming a student who is disruptive or noisy, than Resident Educators in their first and second year of teaching. Research question three examined item and subscale differences based upon prior experience in inclusive teaching using t-test for independent samples. Resident Educators with prior experience in inclusive teaching had significantly higher perceived self-efficacy in informing others who know little about laws and policies relating to the inclusion of students with disabilities than Resident Educators without prior experience in inclusive teaching. Three main conclusions were drawn from the findings of the study. First, special education teachers and those with more experience have more opportunities to learn about laws and policies relating to the inclusion of students with disabilities. Second, students majoring in special education receive more training in co-teaching. Lastly, Resident Educators are self-efficacious with inclusive teaching. The findings of the study offers policy and leadership implications for k – 12 education practice and higher education teacher preparation.
Author: Amanada Pennington
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 60
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The purpose of the study was to examine the attitudes of general educators toward movement of students with special needs into general education classrooms. This study was conducted using a descriptive quantitative approach with a survey design. The total number of participants was 73 with a total return rate of 53%. Teachers were surveyed on their (a) attitudes towards students with disabilities in inclusive settings, (b) beliefs about professional roles and responsibilities, and (c) beliefs about the efficacy of inclusion. Time spent with special education teachers tended to increase teacher beliefs that students with mild to moderate disabilities can be more effectively educated in regular classrooms as opposed to special education classrooms. The vast majority of teachers responded positively to their roles and responsibilities with students with disabilities. General education teachers showed a positive belief in the efficacy of inclusion, as 80% indicated that they believed inclusion was effective due to the social skills that can be learned. Almost 20% of participants did not believe that students with mild or moderate disabilities should be educated in the general education classroom to the fullest extent possible. It is recommended that administrators address the attitudes of general education teachers. This could be done through in-service training, mentoring and allotting time to collaborate with special education teachers. More research should be done to determine reasons why teacher attitudes are negative, so that schools may work to maintain positive attitudes and successful inclusion programs.
