Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

Autor/in	Scott, LaRon
Titel	Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings
Quelle	(2010), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-9533-3
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Teacher Surveys; Tests; Social Change; Special Education Teachers; Multiple Regression Analysis; Correlation; Task Analysis; Disabilities; High Schools; Secondary School Teachers; Student Leadership + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Examination; Prüfung; Examen; Sozialer Wandel; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Korrelation; Aufgabenanalyse; Handicap; Behinderung; High school; Oberschule; Studentenwerk
Abstract	The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of self-efficacy, the purpose of this quantitative correlation study was to evaluate high school special education teachers' self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research questions addressed the relationship between a high school special education teacher's IEP training, support from administration, time spent working on IEP related activities, and the level of the teacher's self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). Pearson's correlation coefficient, a two-sample t test, and a multiple linear regression analysis were performed on the participant's responses. The results showed that special education teachers' training, support from administration, and time spent working on IEP related activities were significantly correlated with their levels of self-efficacy. The results suggest that special education teachers may be able to improve their self-efficacy by participating in more IEP training, receiving more support from their administration, and spending more time working on IEP related activities. The implications for social change include students who stand to gain critical self-determination skills and can effectively lead their IEP meetings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10