Literaturnachweis - Detailanzeige
Autor/inn/en | Ryan, Amy; Mathews, Elizabeth S. |
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Titel | Teacher Self-Efficacy of Primary School Teachers Working in Irish ASD Classes |
Quelle | In: European Journal of Special Needs Education, 37 (2022) 2, S.249-263 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-6257 |
DOI | 10.1080/08856257.2021.1872996 |
Schlagwörter | Elementary School Teachers; Self Efficacy; Special Education; Students with Disabilities; Autism; Pervasive Developmental Disorders; Faculty Development; Teaching Experience; Principals; Administrator Role; Teacher Attitudes; Foreign Countries; Mainstreaming; Ireland Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Principal; Schulleiter; Lehrerverhalten; Ausland; Irland |
Abstract | This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism, and their perceptions of principals' instructional support. An online questionnaire was administered to 139 of these teachers. The findings indicated that participants had a relatively high sense of TSE. Correlation analyses identified statistically significant, positive correlations between the three independent variables and the dependent variable of TSE. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |