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ERIC Number: EJ1164849
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2325-7466
Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?
Browarnik, Brooke; Bell, Sherry Mee; McCallum, R. Steve; Smyth, Kelly; Martin, Melissa
Journal of the American Academy of Special Education Professionals, p128-139 Spr-Sum 2017
The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations were found to be significant using Connor's (n.d.) criteria and the stepwise multiple regression model identified 3 significant predictors of teacher efficacy. Of the items that entered into the multiple regression, the first item assessed the definition of RtI, the second understanding of intellectual disability, and the third collaborative teaching. These 3 items accounted for approximately 8.6% of the variance in the teacher sense of efficacy score; and, thus, may be important contributors to teacher self-efficacy.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A