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An Exploration of Teacher Self-Efficacy in Itinerant Teachers = = Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploration of Teacher Self-Efficacy in Itinerant Teachers =/
Reminder of title:	Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.
remainder title:	Exploracion De la Autoeficacia Docente En Docentes Itinerantes.
Author:	Rosas, Nastassia K.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29211123click for full text (PQDT)
ISBN:	9798819370322

An Exploration of Teacher Self-Efficacy in Itinerant Teachers = = Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.
Rosas, Nastassia K.

An Exploration of Teacher Self-Efficacy in Itinerant Teachers =Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.Exploracion De la Autoeficacia Docente En Docentes Itinerantes. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Concordia University Texas, 2022.

Includes bibliographical references

Despite extensive research on teacher self-efficacy, little has focused on certified itinerant teachers who work with students ages infancy through 22 identified as deaf or hard of hearing (DHH). During a U.S. shutdown and global pandemic, the researcher explored factors that influence itinerant teachers' sense of teacher self-efficacy and determined which variables impact their beliefs as qualified special education personnel. There is an extensive literature review on self-efficacy theories, teacher self-efficacy, behavior management, instructional practices, motivational strategies, professional administrative mentoring or induction support, deaf education, and hearing science applications, specifically for itinerant teachers. Following the recommendations of previous research, the researcher developed an Itinerant Teacher Efficacy Scale that measures four factors that influence teacher self-efficacy. The Itinerant Teacher Efficacy Scale shows those itinerant teachers (N=30) in Texas exhibit a mid to high-level sense of teacher self-efficacy. The itinerant teacher self-efficacy variables were motivational strategies, professional administrative mentoring or induction support, behavior management, instructional practices, gender, caseload size, years of service, weekly driving time, and weekly consultation time. The findings from this study increase knowledge and conversations about itinerant teachers for students who are DHH and practical strategies to furnish the various fields of deaf education with pertinent information.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819370322Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Deaf studentsIndex Terms--Genre/Form:

542853
Electronic books.

An Exploration of Teacher Self-Efficacy in Itinerant Teachers = = Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.
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245 1 3 $a An Exploration of Teacher Self-Efficacy in Itinerant Teachers = $b Una Exploracion De la Autoeficacia Docente En Docentes Itinerantes.
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500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Malechuk, Brian ; Matthys, Matt.
502 $a Thesis (Ed.D.)--Concordia University Texas, 2022.
504 $a Includes bibliographical references
520 $a Despite extensive research on teacher self-efficacy, little has focused on certified itinerant teachers who work with students ages infancy through 22 identified as deaf or hard of hearing (DHH). During a U.S. shutdown and global pandemic, the researcher explored factors that influence itinerant teachers' sense of teacher self-efficacy and determined which variables impact their beliefs as qualified special education personnel. There is an extensive literature review on self-efficacy theories, teacher self-efficacy, behavior management, instructional practices, motivational strategies, professional administrative mentoring or induction support, deaf education, and hearing science applications, specifically for itinerant teachers. Following the recommendations of previous research, the researcher developed an Itinerant Teacher Efficacy Scale that measures four factors that influence teacher self-efficacy. The Itinerant Teacher Efficacy Scale shows those itinerant teachers (N=30) in Texas exhibit a mid to high-level sense of teacher self-efficacy. The itinerant teacher self-efficacy variables were motivational strategies, professional administrative mentoring or induction support, behavior management, instructional practices, gender, caseload size, years of service, weekly driving time, and weekly consultation time. The findings from this study increase knowledge and conversations about itinerant teachers for students who are DHH and practical strategies to furnish the various fields of deaf education with pertinent information.
520 $a A pesar de la extensa investigacion sobre la autoeficacia de los maestros, poco se ha centrado en los maestros itinerantes certificados que trabajan con estudiantes desde la infancia hasta los 22 anos identificados como sordos o con problemas de audicion (DHH). Durante un cierre de Estados Unidos y una pandemia global, el investigador exploro los factores que influyen en el sentido de autoeficacia de los maestros itinerantes y determino que variables afectan sus creencias como personal calificado de educacion especial. Existe una extensa revision de la literatura sobre teorias de autoeficacia, autoeficacia del maestro, manejo del comportamiento, practicas de instruccion, estrategias motivacionales, tutoria administrativa profesional o apoyo de induccion, educacion para sordos y aplicaciones de ciencias auditivas, especificamente para maestros itinerantes. Siguiendo las recomendaciones de investigaciones anteriores, el investigador desarrollo una Escala Itinerante de Eficacia Docente que mide cuatro factores que influyen en la autoeficacia docente. La Escala de Eficacia de Maestros Itinerantes muestra que aquellos maestros itinerantes (N = 30) en Texas exhiben un sentido de autoeficacia de nivel medio a alto del maestro. Las variables de autoeficacia del maestro itinerante fueron las estrategias motivacionales, la tutoria administrativa profesional o el apoyo de induccion, el manejo del comportamiento, las practicas de instruccion, el genero, el tamano del numero de casos, los anos de servicio, el tiempo de conduccion semanal y el tiempo de consulta semanal. Los hallazgos de este estudio aumentan el conocimiento y las conversaciones sobre los maestros itinerantes para los estudiantes que son DHH y las estrategias practicas para proporcionar a los diversos campos de la educacion para sordos informacion pertinente.Keywords: efficacy, itinerant teachers, deaf/hard of hearing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
650 4 $a Curriculum development. $3 684418
650 4 $a Communication. $3 524709
650 4 $a Education. $3 516579
653 $a Deaf students
653 $a Teacher self-efficacy
653 $a Hard of hearing
653 $a Itinerant teacher
655 7 $a Electronic books. $2 lcsh $3 542853
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690 $a 0201
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Concordia University Texas. $b College of Education. $3 3544231
773 0 $t Dissertations Abstracts International $g 83-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29211123 $z click for full text (PQDT)