"Am I to Blame?" Teacher Self-Efficacy and Attributional Beliefs towards Students with Specific Learning Disabilities

Autor/inn/en	Woodcock, Stuart; Faith, Ellie
Titel	"Am I to Blame?" Teacher Self-Efficacy and Attributional Beliefs towards Students with Specific Learning Disabilities
Quelle	In: Teacher Development, 25 (2021) 2, S.215-238 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1863256
Schlagwörter	Foreign Countries; Teacher Attitudes; Self Efficacy; Beliefs; Learning Disabilities; Feedback (Response); Teacher Expectations of Students; Caring; Inclusion; Students with Disabilities; Attribution Theory; High School Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Learning handicap; Lernbehinderung; Care; Pflege; Sorge; Betreuung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This study of 105 Australian in-service teachers investigated the relationship between teacher self-efficacy and teachers' causal beliefs towards students with and without specific learning disabilities. Results found that teachers reporting higher levels of teacher self-efficacy provided more positive feedback, less frustration, and held lower expectations of future failure towards all students, regardless of students' ability levels, effort expenditure, or the presence of a specific learning disability. Additionally, teachers reporting higher levels of teacher self-efficacy displayed greater sympathy towards students who expended low effort. The findings suggest that teachers with higher levels of teacher self-efficacy may undertake a teacher-intrapersonal causal search to explain student underachievement, in comparison to teachers with lower levels of teacher self-efficacy who may undertake an interpersonal causal search. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01