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ERIC Number: EJ955383
Record Type: Journal
Publication Date: 2012-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1082-3301
The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors
Gebbie, Deborah H.; Ceglowski, Deborah; Taylor, Linda K.; Miels, Jill
Early Childhood Education Journal, v40 n1 p35-46 Mar 2012
Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers' classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged in an online community of learners discussion group. Interviews and interactions from an online learning community were used to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training. Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers' online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs should consider providing more opportunities for the teachers to build their own learning communities to interact and support one another.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina