ERIC Number: ED409661
Record Type: RIE
Publication Date: 1996
The Influence of Teachers' Efficacy Beliefs on Perceived Success in Mainstreaming Students with Learning and Behavior Problems: A Path Analysis.
Brownell, Mary T.; Pajares, Frank M.
Research Bulletin, v27 n3and4 Sum-Fall 1996
This study examined factors that predict a general education teacher's efficacy beliefs for instructing students with learning and behavior problems and whether a teacher's perceived efficacy has a stronger direct effect on reported success than other variables. One hundred twenty-eight second grade teachers completed a survey instrument designed to examine the following variables: preservice and inservice preparation, administrative support, class size, socioeconomic status, collegiality, and teacher efficacy. Path analysis techniques were used to test the initial theoretical model. Reduced models were retested and compared to previous models to develop a final model. As hypothesized, teacher's efficacy beliefs had the strongest direct effect on reported success. Collegiality with special education teachers and quality inservice in special education also directly affected teachers' reports of success, but to a lesser degree. However, general education teachers who experienced better collegial relationships with general education peers and students with higher socioeconomic status were less likely to report success in instructing students with learning and behavior problems. Also, quality of preservice preparation had a strong direct effect on teachers' efficacy beliefs as did collegiality with special education teachers. Finally, quality of special education inservice and principal support for mainstreaming students with disabilities positively affected collegiality with special education teachers. (Contains 23 references.) (DB)
Descriptors: Administrator Attitudes, Behavior Problems, Beliefs, Collegiality, Elementary School Teachers, Grade 2, Inservice Teacher Education, Learning Problems, Mainstreaming, Models, Preservice Teacher Education, Primary Education, Principals, Regular and Special Education Relationship, Self Efficacy, Self Evaluation (Individuals), Special Education, Special Education Teachers, Special Needs Students, Teacher Attitudes, Teacher Collaboration, Teacher Effectiveness
Florida Educational Research Council (FERC), Inc., P.O. Box 506, Sanibel, FL 33957 (individual copies $4, annual subscription $15).
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Authoring Institution: Florida Educational Research Council, Inc., Sanibel.