A National Perspective on Teachers' Efficacy Beliefs in Deaf Education

Autor/inn/en	Garberoglio, Carrie Lou; Gobble, Mark E.; Cawthon, Stephanie W.
Titel	A National Perspective on Teachers' Efficacy Beliefs in Deaf Education
Quelle	In: Journal of Deaf Studies and Deaf Education, 17 (2012) 3, S.367-383 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/ens014
Schlagwörter	Learner Engagement; Educational Strategies; Classroom Techniques; Self Efficacy; Deafness; Teacher Attitudes; Educational Research; Teaching Methods; Teaching Experience; Prediction + Suchen Sie Ihr Suchwort? Lehrstrategie; Klassenführung; Self-efficacy; Selbstwirksamkeit; Gehörlosigkeit; Taubstummheit; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage
Abstract	Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10