Special Education Teachers' Self-Efficacy in Implementing Social-Emotional Learning to Support Students with Learning Disabilities

Autor/in	Alsalamah, Areej Ali
Titel	Special Education Teachers' Self-Efficacy in Implementing Social-Emotional Learning to Support Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 3, S.209-223 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsalamah, Areej Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12318
Schlagwörter	Foreign Countries; Special Education Teachers; Students with Disabilities; Learning Disabilities; Self Efficacy; Social Emotional Learning; Program Implementation; Faculty Development; Beginning Teachers; Elementary School Students; Middle School Students; Self Concept; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Self-efficacy; Selbstwirksamkeit; Junior teacher; Junglehrer; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Selbstkonzept; Saudi-Arabien
Abstract	This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social-emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01