Community College Faculty's Self-Efficacy in Teaching Students with Hidden Disabilities

Autor/in	Lawhorn, Phyllis D.
Titel	Community College Faculty's Self-Efficacy in Teaching Students with Hidden Disabilities
Quelle	(2022), (237 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2884-1
Schlagwörter	Hochschulschrift; Dissertation; Two Year Colleges; College Faculty; Teacher Attitudes; Self Efficacy; Student Needs; Students with Disabilities; Teacher Student Relationship; Academic Standards; Faculty Development; Teaching Methods; Evaluation Methods; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Colleges use academic success strategies to improve the retention rates of students with disabilities. The purpose of this qualitative case study was to investigate community college faculty's perceptions of their level of self-efficacy in meeting the learning needs of students with hidden disabilities (SHD) in higher education. Bandura's theory of self-efficacy provided the framework for the study. The purposeful sample included three full-time professors teaching SHD in any subject and one staff member from the student disabilities office. Each faculty participant completed a telephone or email interview, a demographic survey, and a qualitative self-efficacy survey. The staff member completed an interview. The qualitative data were coded and analyzed using a modified van Kaam method, which resulted in five themes: (a) address individual student needs, (b) establish teacher-student relationships, (c) hold all students to the same academic standards, (d) improve faculty's hidden disability training, and (e) follow up and communicate with SHD. Recommendations include assisting professors in using additional methods of instruction and assessment to improve SHD success. The goals of the project were to evaluate the needs for professional development, improve professors' ability to meet the needs of SHD, and identify best practices to improve student success. Findings may enable faculty to incorporate this information in the classroom to improve learning outcomes for SHD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01