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ERIC Number: ED569289
Record Type: Non-Journal
Publication Date: 2016
Pages: 95
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-4991-0
Special Education Teachers' Self-Efficacy Beliefs in a Large Urban High School
Seebeck, Kelly A.
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
The purpose of this study was to identify if special education teachers' self-efficacy beliefs are impacted by student engagement, instructional strategies, and classroom management. Specifically, this study focused on the self-efficacy of high school special education teachers in an urban setting. This was a correlational quantitative design study to determine the special education teachers' beliefs towards self-efficacy as a function of classroom management in an urban setting. The researcher conducted a quantitative study using the Teachers' Sense of Efficacy Scale (TSES) (long form) and demographic survey. Thirty special education teachers in the large urban high school were invited to participate. Convenience sampling was used for studying a smaller sample of a large population (Creswell, 2009, p. 145). Teacher participation was voluntary and questionnaires completed according to their own schedule. Data were coded by participants' ethnography. The data from the TSES and demographic were coded and analyzed using the Statistical Package of Social Sciences (SPSS). Teachers' Sense of Efficacy (TSES) measures both personal competence and analysis of the tasks. The TSES measured not only teacher self-efficacy but also three critical areas of teaching: student engagement, use of instructional strategies, and classroom management. The area of student engagement considered teachers' perception in their ability to engage students in their schoolwork. The area of instructional strategies examined teachers' perception in their ability to modify instruction to meet the individual needs of their students. Finally, the classroom management area considered teachers' perception in their ability to manage their classroom. Due to the sample size used, there were no significant findings. School culture may have played a significant role in the data outcomes. Future research is needed to establish whether the population of urban special education teachers in New York City schools have similar efficacy to the teachers at the large urban high school surveyed. A recommendation for further consideration as an extension to this study include the following: Qualitative research method in the future may be incorporated to delve deeper into the rational as to how teachers answered their survey. Open-ended questions would be particularly beneficial. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A