Does Teachers' Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Autor/inn/en	Sawyer, Brook E.; O'Connell, Ann; Bhaktha, Nivedita; Justice, Laura M.; Santoro, Julie R.; Rhoad Drogalis, Anna
Titel	Does Teachers' Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators
Quelle	In: Topics in Early Childhood Special Education, 42 (2022) 1, S.50-63 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420906528
Schlagwörter	Teacher Attitudes; Self Efficacy; Beliefs; Early Childhood Education; Inclusion; Special Education; Special Education Teachers; Teacher Student Relationship; Student Characteristics; Students with Disabilities; Student Behavior; Attention; Persistence + Suchen Sie Ihr Suchwort? Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Aufmerksamkeit; Ausdauer
Abstract	Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children's characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children's characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children's learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children's characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children's characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01