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Exploring College Professors' Self-E...

Hutchinson, Stephanie Mitchell,

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Exploring College Professors' Self-Efficacy in Teaching Students With Disabilities: A Qualitative Case Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring College Professors' Self-Efficacy in Teaching Students With Disabilities: A Qualitative Case Study // Stephanie Mitchell Hutchinson.
作者:	Hutchinson, Stephanie Mitchell,
面頁冊數:	1 electronic resource (123 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31838758
ISBN:	9798286441433

Exploring College Professors' Self-Efficacy in Teaching Students With Disabilities: A Qualitative Case Study /
Hutchinson, Stephanie Mitchell,

Exploring College Professors' Self-Efficacy in Teaching Students With Disabilities: A Qualitative Case Study /Stephanie Mitchell Hutchinson. - 1 electronic resource (123 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

The purpose of this qualitative case study was to examine the concept of self-efficacy among college professors in teaching students with disabilities at a small liberal arts university in Virginia. The problem addressed was the growing gap between the enrollment of students with disabilities in higher education and the preparedness of faculty to meet their learning needs. Despite legislative progress, such as the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, students with disabilities face significantly lower retention and graduation rates. College faculty, often untrained in inclusive teaching strategies, report feeling ill-equipped to provide effective instruction, exacerbating these disparities. Guided by Bandura's social cognitive theory of self-efficacy, three themes were explored: faculty perceptions of their self-efficacy, challenges they encounter, and supports they deem necessary to improve their teaching efficacy. Data were collected through demographic and self-efficacy assessments and semi-structured interviews with faculty participants. A thematic analysis of the qualitative data identified recurring patterns and provided a comprehensive understanding of faculty experiences. Findings included that professors often lack the training and institutional support necessary to address the diverse needs of students with disabilities. Key barriers included limited awareness of disability laws, inadequate professional development opportunities, and perceived challenges adapting instructional methods. Participants identified tailored training programs, collaborative support systems, and access to resources as critical factors in enhancing their self-efficacy. The study contributes to the discourse on inclusive education by highlighting the need for systemic changes in faculty development and institutional practices. Its implications suggest that targeted professional development and a shift toward universally designed teaching practices can foster a more equitable learning environment, improving outcomes for students with disabilities. These findings offer actionable insights for higher education leaders aiming to bridge the gap between legislative requirements and practical implementation in classroom settings.

English

ISBN: 9798286441433Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Academic accommodations

Exploring College Professors' Self-Efficacy in Teaching Students With Disabilities: A Qualitative Case Study /
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