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ERIC Number: ED554408
Record Type: Non-Journal
Publication Date: 2013
Pages: 74
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-9041-4
ISSN: N/A
Teacher Stress and Administrative Support as Predictors of Teachers' Self-Efficacy for Special Education Teachers in California's Central Valley
Kerr, Michelle Bailey
ProQuest LLC, Ed.D. Dissertation, California State University, Fresno
The purpose of this study was to examine the impact that perceived administrative support and stress had on special education teachers' self-efficacy. A survey was used to gather quantitative data from 244 special education teachers in Central California's Tulare and Fresno counties. Using correlation and regression analysis, this study found a significant relationship between perceived administrative support, stress, and teachers' self-efficacy. The findings suggest that administrative support is critical in maintaining teachers' self-efficacy and stress levels. Implications include developing policies to help administrators increase their capacity to support special education teachers. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California