Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

Autor/in	Scott, Laron A.
Titel	Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support
Quelle	In: Journal on Educational Psychology, 5 (2012) 3, S.9-20 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Correlation; Special Education Teachers; Self Efficacy; Task Analysis; Statistical Analysis; Disabilities; Secondary School Teachers; High School Students; Individualized Education Programs; Questionnaires; Teacher Attitudes; Teacher Administrator Relationship; Social Change; Self Determination; Meetings; Student Attitudes; Student Participation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Korrelation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Aufgabenanalyse; Statistische Analyse; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualized education program; Individualisierendes Lernen; Fragebogen; Lehrerverhalten; Sozialer Wandel; Selbstbestimmung; Meeting; Tagung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Messdaten
Abstract	Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special education teachers' self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research question addressed the relationship between a high school special education teacher's support from administration, and the level of the teacher's self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). A two-sample t-test, was performed on the participants' responses. The results showed that special education teachers' support from administration was statistically significantly correlated with their levels of self-efficacy. This study had significant implications for social change by suggesting that a higher level of teacher self-efficacy may lead to an increase in preparing students who are self-determined advocates involved in leading their IEP meetings. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01