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Record identifier : 568979
Personal Name - Primary Intelectual Responsibility : Brown, Barbara Elleng Perkins
Title and statement of responsibility : Alabama high school special education teachers' efficacy beliefs in student engagement, instructional practices, and classroom management [Thesis]
Publication, Distribution,Etc. : Alabama State University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Alabama State University
Summary or Abstract : The purpose of this study was to capture the efficacy beliefs of high school special education teachers in Alabama public school systems. Data were collected using a nine-point Likert scale survey. Gender, age, highest degree earned, years of teaching experience in special education, teaching certification, and schools' geographical location were examined to learn whether or not these demographic variables influence teacher efficacy. The questionnaires were sent to 400 randomly selected special educators. There were 183 teachers who responded, representing 46 of400 surveys and 62 of the required 297 sample (Krejcie & Morgan, 1970). An internet survey system was also used to collect data.Survey items were analyzed using descriptive statistics. A comment section was provided on the instrument and responses were analyzed for common themes. The data revealed that special educators, overall, have a high level of efficacy beliefs; however, among the three efficacy subscales, student engagement appeared to have the lowest means. This finding indicates that student engagement should be a focus of concern in providing training opportunities in special education.Based on this study, the following were concluded about Alabama high school special education teachers: (a) overall, special education teachers seem to have high efficacy beliefs; (b) special education teachers appear to be consistent in their efficacy beliefs across the urban, suburban, and rural school districts; (c) special education teachers are professionally certified to teach; (d) special education teachers hold a master's or advanced degree; (e) female teachers are more assigned to work with students who have special needs than male teachers; (f) the majority are experienced teachers who have been working in special education for at least five years; (g) special education teachers with less than four years of teaching experience in special education tend to have a lower level of efficacy beliefs than those with more than 10 years of teaching experience in the field; and (h) special education teachers who are under 30 years old tend to have a lower level of efficacy beliefs than those who are over 40 years of age.Implications were made for policy makers and administrations to provide further staff development trainings on student engagement, as well as to implement innovative strategies to help special educators to better serve students with special needs. Recommendations for future study were as follows: (a) future exploration of other variables and measures and additional data on efficacy beliefs in special education is warranted, (b) generalizations on data presented should be done with caution due to possible bias, and (c) extending this research to private schools is suggested..
Topical Name Used as Subject : Special education
: Teacher education
: Secondary education
Information of biblio record : TL
 
 
 
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