Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Pre-service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?

Brooke Browarnik, Sherry Mee Bell, R. Steve McCallum, Kelly Smyth, Melissa Martin, Tamara Bowlin
  • Brooke Browarnik (Author) University of Tennessee image/svg+xml
    Brooke Browarnik is a doctoral candidate in School Psychology at the University of Tennessee.
  • Sherry Mee Bell (Author) University of Tennessee
    Sherry Mee Bell is a professor and head of the Theory and Practice in Teacher Education Department at the University of Tennessee.
  • R. Steve McCallum (Author) University of Tennessee
    R. Steve McCallum is a School Psychology professor at the University of Tennessee.
  • Kelly Smyth (Author) University of Tennessee
    Kelly Smyth is a doctoral candidate in School Psychology at the University of Tennessee.
  • Melissa Martin (Author) University of Tennessee
    Melissa Martin is a doctoral candidate at the University of Tennessee.
  • Tamara Bowlin (Author) University of Tennessee
    Tamara Bowlin earned her Doctorate in Education at the University of Tennessee.
DOI
https://doi.org/10.64546/jaasep.341
Abstract
The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy’s Teachers’ Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations were found to be significant using Connor’s (n.d.) criteria and the stepwise multiple regression model identified 3 significant predictors of teacher efficacy. Of the items that entered into the multiple regression, the first item assessed the definition of RtI, the second understanding of intellectual disability, and the third collaborative teaching. These 3 items accounted for approximately 8.6% of the variance in the teacher sense of efficacy score; and, thus, may be important contributors to teacher self-efficacy.
Keywords
Correlation, Disabilities, Educational Legislation, Equal Education, Federal Legislation, General Education
References

Austin, J. W. (2013). On the alignment of pre-service teachers' personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2013-99150-540)

Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1– 43). Greenwich, CT: Information Age.

Bowlin, T. M. (2012). Inclusion and collaboration: Impact of preservice teachers’ experiences on theirknowledge, attitudes and perceived sense of efficacy (Doctoral dissertation). University of Tennessee, Knoxville.

Brown, K. S., Welsh, L. A., Hill, K. H., Cipko, J. P. (2008). The efficacy of embedding special education instruction in teacher preparation programs in the United States. Teaching and Teacher Education, 24, 2087-2094. http://dx.doi.org.proxy.lib.utk.edu:90/10.1016/j.tate.2008.02.013 DOI: https://doi.org/10.1016/j.tate.2008.02.013

Brownell, M. T. & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164. doi:10.1177/088840649902200303 DOI: https://doi.org/10.1177/088840649902200303

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006) Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. doi:10.1016/j.jsp.2006.09.001 DOI: https://doi.org/10.1016/j.jsp.2006.09.001

Cook, B. (2002). Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education, 25, 262-277. doi:10.1177/088840640202500306 DOI: https://doi.org/10.1177/088840640202500306

Conners, N. A. (2008). An in-depth study of expert middle school special educators (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2008-99191-053) Connor, P. (n.d.). Interpreting biserial correlation scores. Retrieved from http://teaching.colostate.edu/tips/tip.cfm?tipid=43

Dielmann, K. B. (2006). Treatment acceptability and perceived time to implement interventions for children with adhd moderated by general education teachers' training in adhd and disability law, and eligibility for disabling conditions (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2006-99008-263)

Duffin, L. C., French, B. F., & Patrick, H. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28, 827-834. http://dx.doi.org.proxy.lib.utk.edu:90/10.1016/j.tate.2012.03.004 DOI: https://doi.org/10.1016/j.tate.2012.03.004

Education of All Handicapped Children Act (1975). Public Law 94-142, Washington, DC.

Fives, H. (2004). Exploring the relationships of teachers' efficacy, knowledge, and pedagogical beliefs: A multimethod study (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2004-99005-134)

Frank, A. P., & Vaden, R. (2013). The impact of RtI skills and beliefs on teacher efficacy. Paper presented to the annual convention of the National Association of School Psychologists. Seattle, WA.

Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. DOI: https://doi.org/10.1037//0022-0663.76.4.569

Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching & Teacher Education, 4(1), 53-62. doi:10.1016/0742-051X(88)90024-8 DOI: https://doi.org/10.1016/0742-051X(88)90024-8

Hastings, R. P., & Brown, T. (2002). Behavioural knowledge, causal beliefs and self-efficacy as predictors of special educators’ emotional reactions to challenging behaviours. Journal of Intellectual Disability Research, 46(2), 144-150. http://dx.doi.org.proxy.lib.utk.edu:90/10.1046/j.1365-2788.2002.00378.x DOI: https://doi.org/10.1046/j.1365-2788.2002.00378.x

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. http://dx.doi.org.proxy.lib.utk.edu:90/10.1037/a0032198 DOI: https://doi.org/10.1037/a0032198

Hoover, L. R. (2010). Teacher efficacy of general education teachers of English language learners (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2010-99031-300)

Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 356-372. DOI: https://doi.org/10.1086/461729

Individuals with Disability Education Act (IDEA) of 1990. (1990). Retrieved from http://www.education.com/reference/article/individuals-disabilities-education-act/Individualswith

Disability Education Act (IDEA) Amendments of 1997. (1997). Retrieved from http://thomas.loc.gov/home/thomas.php

Individuals with Disabilities Education Improvement Act (IDEA) of 2004. (2004). 108th Congress, Public Law 108-446. Washington, DC.

Kim, Y. H. (2011). Prospective early childhood educators’ meta-cognitive knowledge and teacher self-efficacy: Exploring domain-specific associations. Educational Psychology, 31(6), 707-721. http://dx.doi.org.proxy.lib.utk.edu:90/10.1080/01443410.2011.599924 DOI: https://doi.org/10.1080/01443410.2011.599924

Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers’ content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52, 204-229. http://dx.doi.org.proxy.lib.utk.edu:90/10.1080/19388071.2013.781253 DOI: https://doi.org/10.1080/19388071.2013.781253

Lee, Y., Patterson, P. P., Vega, L. A. (2011). Perils to self-efficacy perceptions and teacher-preparation quality among special education intern teachers. Teacher Education Quarterly, 61-76.

Martinez, R. S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7(3), 473-494. doi:10.1080/13664530300200202 DOI: https://doi.org/10.1080/13664530300200215

McCoy, A. C. (2012). Specialized mathematical content knowledge of preservice elementary teachers: The effect of mathematics teacher efficacy (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2012-99070-036)

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2001).

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. http://dx.doi.org.proxy.lib.utk.edu:90/10.2307/1170653 DOI: https://doi.org/10.3102/00346543066004543

Payne, D. A., (2003). Applied educational assessment (2nd ed.) Belmont, CA, Wadsworth Thompson Learning.

Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 1321-1336. doi:10.1080/13603116.2014.899635 DOI: https://doi.org/10.1080/13603116.2014.899635

Rose, A. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial & Special Education, 16, 247-255. http://dx.doi.org.proxy.lib.utk.edu:90/10.1177/074193259501600408 DOI: https://doi.org/10.1177/074193259501600408

Salvia, J., Ysseldyke, J. E., & Bolt, S. (2013). Assessment: In special and inclusive education (12th ed.). Boston, MA: Houghton Mifflin.

Shillingford, S. & Karlin, N. (2014). Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorder. Emotional and Behavioral Difficulties, 19(2), 176-194. http://dx.doi.org.proxy.lib.utk.edu:90/10.1080/13632752.2013.840958 DOI: https://doi.org/10.1080/13632752.2013.840958

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625. doi:10.1037/0022-0663.99.3.611 DOI: https://doi.org/10.1037/0022-0663.99.3.611

SPeNSE (2001). SPeNSE fact sheet: General education teachers' role in special education. Retrieved March 25, 2011, from http://www.specialed.us/discoveridea/spense/gened11-29.pdf

Thomas, C. N. (2013). Considering the impact of preservice teacher beliefs on future practice. Intervention in School and Clinic, 49(4), 230-236. doi:10.1177/1053451213509490 DOI: https://doi.org/10.1177/1053451213509490

Tschannen-Moran, M., & Hoy, A. W. (2001). Teachers’ Sense of Efficacy Scale [Measurement instrument]. Retrieved from http://u.osu.edu/hoy.17/files/2014/09/TSES-+-scoring-zted8m.pdf

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. http://dx.doi.org.proxy.lib.utk.edu:90/10.1016/S0742-051X(01)00036-1 DOI: https://doi.org/10.1016/S0742-051X(01)00036-1

Tuchman, E., & Isaacs, J. (2011). The influence of formal and informal formative experiences on teacher self-efficacy. Educational Psychology, 31(4), 413-433. http://dx.doi.org.proxy.lib.utk.edu:90/10.1080/01443410.2011.560656 DOI: https://doi.org/10.1080/01443410.2011.560656

U.S. Department of Education, National Center for Education Statistics (2015). Digest of Education Statistics, 2013 (NCES 2015-011).

Walls, S. D. (2008). Early childhood preservice training and perceived teacher efficacy beliefs concerning the inclusion of young children with disabilities (Doctoral dissertation). Retrieved from PsycINFO. (Accession No. 2008-99150-502)

Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. doi:10.1037/0022-0663.82.1.81 DOI: https://doi.org/10.1037//0022-0663.82.1.81

There are 43 references in total.
How to Cite
Browarnik, B., Bell, S. M., McCallum, R. S., Smyth, K., Martin, M., & Bowlin, T. (2017). Pre-service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?. Journal of the American Academy of Special Education Professionals, 12(2), 128-139. https://doi.org/10.64546/jaasep.341

Spring/Summer 2017

Article Information

  • Article Type Articles
  • Submitted May 20, 2017
  • Published June 15, 2017
  • Issue Spring/Summer 2017
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.