Exploring the Relationship between Special Education Administrative Support and the Self-Efficacy of Special Education Teachers

Autor/in	Dickey, Angelina
Titel	Exploring the Relationship between Special Education Administrative Support and the Self-Efficacy of Special Education Teachers
Quelle	(2017), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-2338-3
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Special Education; Special Education Teachers; Correlation; School Districts; Classroom Techniques; Teaching Methods; Teacher Administrator Relationship; Educational Administration; Learner Engagement; Instructional Leadership; Educational Research; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Korrelation; School district; Schulbezirk; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten
Abstract	This study contributes to the literature about the impact of administrative support on the self-efficacy of special education teachers. Current research identified three dimensions of teachers' self-efficacy: classroom management, instruction, and student engagement (Ewy, 2007; Heneman, Kimball, & Milanowski, 2006; Klassen, Bong, Usher, Chong, Huan, Wong, & Georgiou, 2009; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Hoy, 2001; Tschannen-Moran & Hoy, 2007; Voris, 2011). Previous studies have also established four types of administrative support: emotional, instructional, managing the environment, and technical (Balfour, 2001; Combee, 2014; Ewy, 2007; Otto & Arnold, 2005; Thornton, Peltier and Medina, 2007). This study investigated the impact of each of the four types of administrative support on each of the three dimensions of teacher efficacy. Although this study's participants reported high levels of efficacy, the correlation to administrative support was weak. These findings are contrary to previous research. Instead, this study found that longevity in the field superseded administrative support. The implication of this study is that school districts need to revisit the types of administrative support, the intensity and timing of such support for their special education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01