Collective Teacher Efficacy and Culturally Responsive Teaching Efficacy of Inservice Special Education Teachers in the United States

Autor/inn/en	Chu, Szu-Yin; Garcia, Shernaz B.
Titel	Collective Teacher Efficacy and Culturally Responsive Teaching Efficacy of Inservice Special Education Teachers in the United States
Quelle	In: Urban Education, 56 (2021) 9, S.1520-1546 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chu, Szu-Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918770720
Schlagwörter	Self Efficacy; Teacher Effectiveness; Teacher Attitudes; Special Education Teachers; School Effectiveness; Urban Schools; Elementary School Students; Secondary School Students; Students with Disabilities; Culturally Relevant Education; Student Diversity; Native Language; English Language Learners; Inclusion; Expectation; Correlation; Texas + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Expectancy; Erwartung; Korrelation
Abstract	The purpose of this study was to obtain an understanding of inservice special education teachers' collective teacher efficacy (CTE), culturally responsive teaching (CRT) self-efficacy, and outcome expectancy beliefs, as well as to examine the relationship among these efficacy beliefs. By using the validity and reliability of a self-made instrument, 344 teachers from three urban school districts completed responses. Participants showed somewhat less confidence in their schools' efficacy for serving exceptional learners from diverse backgrounds. There were also significant relationships among CTE, CRT self-efficacy, and outcome expectancy, though the correlations were weak. Further discussion and implications will be provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01