For the past 35 years, researchers examining the factors that contribute to student achievement have identified teacher self-efficacy (a teacher’s belief that they have the ability to influence student achievement) as one contributing characteristic. Bandura’s theory of selfefficacy has been applied to a wealth of research looking at the early development of teachers or teachers in their first years of teaching. Dawson looked at self-efficacy as it related to new teachers of special education and the factors related to their initial training which affected their efficacy. While this research is useful, it does not look at special education student achievement, or in this study, student goal attainment.
This study fills the void by addressing both teacher self-efficacy and parent–teacher relationship as they affect each other and also as contributors to student goal attainment. Based on research that suggests positive parent-teacher communication has a positive effect on teacher self-efficacy, and high self-efficacy is related to higher student achievement, the study defines specific correlations related to these variables that could be considered causal relationships. The target population is 125 teachers, each choosing two of approximately 1000 students in self-contained classrooms in Oregon.
The survey instrument combines items from two surveys to study teacher perceptions of the parent-teacher relationship and their own self-efficacy with two of their students, one in which they enjoyed the parent-teacher relationship and one in which they did not enjoy the parent-teacher relationship. Using multiple hierarchical regressions, this non-experimental correlational study tested the model to see if individual factors were predictive of student number of goals attempted and total goals attained. Results of this study found parent-teacher relationships had the greatest influence on student goal attainment. In addition, student ethnicity, years a student was in the same teacher’s class, and teacher access to peer support were also predictive factors influencing student goal attainment. Limitations, implications and recommendations for further research are discussed.
|Commitee:||Kim, Heeja, LaMonque, Andrew|
|School Location:||United States -- California|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Education, Special education, Teacher education|
|Keywords:||Goal attainment, Parent role in achievement, Parent-teacher relationship, Special education, Student-achievement, Teacher self-efficacy|
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