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ERIC Number: ED552495
Record Type: Non-Journal
Publication Date: 2013
Pages: 144
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-3687-5
The Relationship between Teacher Self-Efficacy and Attitude toward Collaboration in an Inclusion Setting
Damasco, Joycelend Puanani
ProQuest LLC, Ph.D. Dissertation, Capella University
The classroom configuration of U.S. public schools is changing. Inclusion settings are becoming increasingly common because special needs students are provided with the opportunity for a complete educational experience. The inclusion model is about not only the location in which instruction is being delivered but also the introduction of new classroom dynamics. In the case of a special education inclusion classroom, there are 2 specialized teachers (1 general education and 1 special education teacher) who bring to the classroom not only their individual instructional methods--which may be different in technique, delivery, and effectiveness--but also differing attitudes towards collaboration and their roles and responsibilities in the classroom. The purpose of this study was to examine the relationship between teachers' self-efficacy and their attitude towards working with another specialized teacher in an inclusion setting servicing special needs students as well as general education students. As the inclusion setting becomes a more common environment within the public school system, there have been several studies on the positive and negative influence of an inclusion setting on students' academic performance from an educational point of view. This study used a nonexperimental quantitative method to investigate whether the relationship between teachers' self-efficacy and their attitudes has an impact on their ability to collaborate with their co-teaching partner in an inclusion setting. The findings revealed that there is no relationship between teachers' self-efficacy, as measured by the Teachers' Sense of Efficacy Scale (M. Tschannen-Moran & A. Woolfolk Hoy, "Teacher Efficacy: Capturing an Elusive Concept," 2001), and attitudes towards collaboration, as measured by the Collaborative Teacher Survey (S. J. Damore & C. Murray, "Urban Elementary School Teachers' Perspectives Regarding Collaborative Teaching Practices," 2009) with the exception of accounting for the total years of teaching experience via a multiple regression, in which the Teachers' Sense of Efficacy Scale emerged as a significant, negative predictor of Collaborative Teacher Survey scores. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A