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ERIC Number: ED547073
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-2934-3
Factors Related to Middle School Teachers' Self-Efficacy in Inclusion Classrooms
Smith, Kentina R.
ProQuest LLC, Ph.D. Dissertation, Walden University
Special educators, general educators, and paraeducators work collaboratively in inclusion classrooms where students with learning disabilities receive education in general education classes. Successful inclusion relies on teacher self-efficacy and positive educator attitudes toward inclusion. Previous research has indicated that educators generally have positive attitudes toward the principles of inclusion. However, there remains an important gap in the current literature comparing teacher self-efficacy of general and special educators with paraeducators. Therefore, the purpose of this study was to examine factors related to teachers' self-efficacy in inclusion classrooms for all three types of educators. Bandura's social cognitive theory provided a theoretical framework to support how educator experiences contribute to teacher self-efficacy development. Using the Teachers' Sense of Efficacy Scale, educator self-efficacy in classroom management, instructional strategies, student engagement, and instructional coteaching models was examined. Multivariate and univariate analysis of variance were used to test hypotheses. The results suggest that general and special educators have higher levels of self-efficacy than paraeducators in classroom management and instructional strategies. Educators who use team teaching methods reported higher self-efficacy than those who did not. Findings in this study identify factors related to teachers' self-efficacy in inclusion classrooms. Moreover, the results reinforce the importance of paraeducators' self-efficacy. This study contributes to positive social change by encouraging school leaders and professional development specialists to design inclusion training programs that target appropriate populations and specific educator needs to improve teacher self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A