Special Educators' Working Conditions, Self-Efficacy, and Practices Use with Students with Emotional/Behavioral Disorders

Autor/inn/en	Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth
Titel	Special Educators' Working Conditions, Self-Efficacy, and Practices Use with Students with Emotional/Behavioral Disorders
Quelle	In: Remedial and Special Education, 42 (2021) 4, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, Michelle M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932520924121
Schlagwörter	Students with Disabilities; Emotional Disturbances; Behavior Disorders; Special Education Teachers; Teaching Conditions; Self Efficacy; Self Contained Classrooms; Behavior Modification; Teacher Attitudes; Faculty Workload; Emotional Response; Teacher Burnout; Stress Variables; Evidence Based Practice; Educational Resources; Teaching Methods + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Self-efficacy; Selbstwirksamkeit; Behaviour modification; Verhaltensänderung; Lehrerverhalten; Emotionales Verhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators' provision of effective instructional or behavior management practices for students with EBD in self-contained settings. To fill this crucial gap, we conducted a national survey of 171 special educators serving students with EBD in self-contained settings. Using structural equation modeling, we found special educators who experienced more supportive working conditions (i.e., stronger logistical resources and lower demands) reported more manageable workloads, experienced less emotional exhaustion and stress, felt greater self-efficacy for instruction, and reported using evidence-supported instructional practices more often with their students. Results have implications for future research and practice. (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