The Influence of Teachers' Efficacy Beliefs on Perceived Success in Mainstreaming Students with Learning and Behavior Problems: A Path Analysis.

Autor/inn/en	Brownell, Mary T.; Pajares, Frank M.
Institution	Florida Educational Research Council, Inc., Sanibel.
Titel	The Influence of Teachers' Efficacy Beliefs on Perceived Success in Mainstreaming Students with Learning and Behavior Problems: A Path Analysis.
Quelle	27 (1996) 3, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Behavior Problems; Beliefs; Collegiality; Elementary School Teachers; Grade 2; Inservice Teacher Education; Learning Problems; Mainstreaming; Models; Preservice Teacher Education; Primary Education; Principals; Regular and Special Education Relationship; Self Efficacy; Self Evaluation (Individuals); Special Education Teachers; Special Needs Students; Teacher Attitudes; Teacher Collaboration; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Belief; Glaube; Kollegialität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; Lehrerfortbildung; Lernproblem; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study examined factors that predict a general education teacher's efficacy beliefs for instructing students with learning and behavior problems and whether a teacher's perceived efficacy has a stronger direct effect on reported success than other variables. One hundred twenty-eight second grade teachers completed a survey instrument designed to examine the following variables: preservice and inservice preparation, administrative support, class size, socioeconomic status, collegiality, and teacher efficacy. Path analysis techniques were used to test the initial theoretical model. Reduced models were retested and compared to previous models to develop a final model. As hypothesized, teacher's efficacy beliefs had the strongest direct effect on reported success. Collegiality with special education teachers and quality inservice in special education also directly affected teachers' reports of success, but to a lesser degree. However, general education teachers who experienced better collegial relationships with general education peers and students with higher socioeconomic status were less likely to report success in instructing students with learning and behavior problems. Also, quality of preservice preparation had a strong direct effect on teachers' efficacy beliefs as did collegiality with special education teachers. Finally, quality of special education inservice and principal support for mainstreaming students with disabilities positively affected collegiality with special education teachers. (Contains 23 references.) (DB)
Anmerkungen	Florida Educational Research Council (FERC), Inc., P.O. Box 506, Sanibel, FL 33957 (individual copies $4, annual subscription $15).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01