ERIC Number: EJ1147432
Record Type: Journal
Publication Date: 2016-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-8705
EISSN: N/A
Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom
Shoulders, Tori L; Krei, Melinda Scott
Rural Special Education Quarterly, v35 n1 p23-30 Mar 2016
The purpose of this study was to compare the differences in rural secondary special and general education teachers' perceptions of their efficacy in teaching students in an inclusive classroom. The sample consisted of 148 rural secondary general education and 32 special education teachers. The researchers used an independent-samples t test to determine if there was a difference in the efficacy of student engagement for general and special education teachers. Results indicated there was a significant difference in the efficacy of student engagement for general and special education teachers. The researchers completed further examination using stepwise multiple regression analysis to determine the extent to which teacher characteristics predict efficacy in student engagement. Implications of the findings for policy and practice in rural schools are also discussed.
Descriptors: Inclusion, Rural Schools, Secondary School Teachers, Classroom Techniques, Teacher Attitudes, Self Efficacy, Regular and Special Education Relationship, Teacher Surveys, Student Participation, Learner Engagement, Gender Differences, Teaching Experience, Educational Attainment, Knowledge Base for Teaching, Regression (Statistics), Statistical Analysis, Special Education Teachers
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A