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ERIC Number: ED551580
Record Type: Non-Journal
Publication Date: 2012
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-1934-5
An Analysis of the Efficacy Beliefs of Special Education Teachers Completing the Alternative versus the Traditional Certification Programs
Beasley, Thomas Hunter
ProQuest LLC, Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
This study investigated the efficacy beliefs of two groups of special education teachers who had completed certification requirements in mild/moderate disabilities. The first group included 26 special education teachers who had completed an alternative certification program at a midsize public university in Louisiana between 2003 and 2008. The second group included 21 special education teachers who had completed a traditional certification program at the same midsize university in Louisiana during the same time frame. A convenience sampling technique was used to select participants for this study. Eighty-seven special education teachers were identified as potential participants for this study. Surveys were mailed to the teachers or delivered to the school in which they taught. Forty-seven special education teachers returned the survey, indicating a response rate of 54%. Participants had zero to five plus years teaching experience, taught in rural or urban school settings, taught in Title I or non-Title I schools, taught in a variety of educational settings, in grades one through 12. The Teacher Sense of Efficacy Scale (24 items) was used to measure overall efficacy beliefs, instructional practices efficacy beliefs, student engagement efficacy beliefs, and classroom management efficacy beliefs. An ANOVA conducted at the 0.05 level revealed differences in overall efficacy beliefs of teachers completing a traditional teacher certification program with regards to years of teaching. No other differences were discovered. Pearson product-moment correlation coefficients were computed between the four efficacy beliefs and age, school enrollment, and community population. The data revealed that none of the correlations were significant at the 0.05 level. Overall, the findings suggest that the type of certification program may have an influence on efficacy beliefs and intent on staying in the profession. [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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana