Dissertation/Thesis Abstract

Special Education Teachers' Perceptions of Self-Efficacy
by Blaisdell, Alfred, M.S., Minot State University, 2018, 63; 10929973
Abstract (Summary)

This study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the importance of educational leadership and in the development of self-efficacy, the belief in both educator evaluation and collaboration as a means of preventing false efficacy, and self-efficacy as a consistent consideration in the minds of special educators.

Indexing (document details)
Advisor: Borisinkoff, Evan
Commitee: Garnes, Lori, Jensen, Deb
School: Minot State University
Department: Special Education
School Location: United States -- North Dakota
Source: MAI 58/01M(E), Masters Abstracts International
Subjects: Special education
Keywords: Self-Efficacy, Teachers
Publication Number: 10929973
ISBN: 978-0-438-28230-8
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