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Teacher Role, Training, Experience, ...

Zedalis, Marian,

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Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities // Marian Zedalis.
Author:	Zedalis, Marian,
Description:	1 electronic resource (128 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
Contained By:	Dissertations Abstracts International86-08A.
Subject:	Educational administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31635892
ISBN:	9798304995450

Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities /
Zedalis, Marian,

Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities /Marian Zedalis. - 1 electronic resource (128 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: A.

Grounded in Bandura's social cognitive theory, this quantitative, non-experimental study examined the relationship between teacher role, training, and experience and their self-efficacy regarding the inclusion of students with disabilities. A total of 107 K-12 teachers from a large, suburban school district participated and completed an online demographic survey and the Teacher Efficacy for Inclusive Practices (TEIP) Scale.Two-way ANOVAs found that teacher training (certification and professional development) significantly impacted teacher self-efficacy. Teachers with dual certifications and more than seven hours of professional development reported higher self-efficacy scores. Teachers collaborating more than one hour per week also had significantly higher self-efficacy scores. The independent samples t-test showed that special education teachers had higher self-efficacy than general education teachers. Descriptive statistics found that most teachers reported that collaboration and professional development are the most essential support needed to improve the inclusion of students with disabilities.The results of the study provide recommendations for future research and policymakers. The findings of this research underscore the importance of teacher preparation programs, targeted professional development, and collaboration in fostering teacher self-efficacy for inclusive education.

English

ISBN: 9798304995450Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Inclusive education

Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities /
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245 1 0 $a Teacher Role, Training, Experience, and Self-Efficacy Toward the Inclusion of Students With Disabilities / $c Marian Zedalis.
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300 $a 1 electronic resource (128 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
500 $a Advisors: Birringer-Haig, Joan Committee members: Coviello, James; Yang, Jenny.
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520 $a Grounded in Bandura's social cognitive theory, this quantitative, non-experimental study examined the relationship between teacher role, training, and experience and their self-efficacy regarding the inclusion of students with disabilities. A total of 107 K-12 teachers from a large, suburban school district participated and completed an online demographic survey and the Teacher Efficacy for Inclusive Practices (TEIP) Scale.Two-way ANOVAs found that teacher training (certification and professional development) significantly impacted teacher self-efficacy. Teachers with dual certifications and more than seven hours of professional development reported higher self-efficacy scores. Teachers collaborating more than one hour per week also had significantly higher self-efficacy scores. The independent samples t-test showed that special education teachers had higher self-efficacy than general education teachers. Descriptive statistics found that most teachers reported that collaboration and professional development are the most essential support needed to improve the inclusion of students with disabilities.The results of the study provide recommendations for future research and policymakers. The findings of this research underscore the importance of teacher preparation programs, targeted professional development, and collaboration in fostering teacher self-efficacy for inclusive education.
546 $a English
590 $a School code: 0192
650 4 $a Educational administration. $3 2122799
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
650 4 $a Disability studies. $3 543687
653 $a Inclusive education
653 $a Least restrictive environment
653 $a Students with disabilities
653 $a Teacher self-efficacy
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690 $a 0201
690 $a 0727
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720 1 $a Birringer-Haig, Joan $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-08A.
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792 $a 2025
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