Teacher Self-Efficacy of Primary School Teachers Working in Irish ASD Classes

Autor/inn/en	Ryan, Amy; Mathews, Elizabeth S.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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