An Examination of the Correlation Between Administrator Teacher Support and Teacher Self-Efficacy Level

Shiradon H. Kirk; Aarek W. Farmer; Charles Vires

doi:10.64546/jaasep.461

An Examination of the Correlation Between Administrator Teacher Support and Teacher Self-Efficacy Level

Shiradon H. Kirk, Ed.D (Author) Chester County High School Author Biography
Shiradon H. Kirk, Ed.D. is the transition coordinator at Chester County High School in Henderson, TN, a position she has held since 2016. Dr. Kirk strives to promote positive post school outcomes for all students with disabilities that come through her Transition School to Work program.
Aarek W. Farmer, Ed.D (Author) Freed-Hardeman University Author Biography
Aarek Farmer, Ed.D. currently serves as the director of the Ed.D. program in instructional leadership as well as the director of academics at FHU's Memphis Campus. Dr. Farmer teaches graduate courses focusing on research methodology and academic writing in the department of education and supervises/mentors student teachers and job-embedded licensure students in the Memphis area. Dr. Farmer attended Freed-Hardeman University and received his bachelor’s degree in elementary education in 2003 and his master’s degree in 2006. After working in Memphis as a 7th grade science teacher in Memphis, TN, Dr. Farmer obtained his doctorate degree in 2010 from the University of Memphis focusing on educational leadership with a concentration in policy studies.
Charles Vires, Jr., Ph.D (Author) Freed-Hardeman University Author Biography
Charles Vires, Jr., Ph.D. serves as the provost and vice president for academics at Freed-Hardeman University in Henderson, TN, a position he has held since June 2011. He earned a Ph.D. in Adult Learning and Higher Education from the University of Oklahoma and a Master of Education degree and Bachelor of Music Education degree from East Central University in Ada, Oklahoma.

DOI

https://doi.org/10.64546/jaasep.461

Abstract

This quantitative perception study explored the relationship between (a) the amount of administrator support given to teachers who teach special needs students and (b) teacher self-efficacy with regard to teaching special needs students. Electronic surveys were utilized to collect data for this study. Data were collected from 31 administrators and 226 teachers in 13 states across 19 school districts and 77 schools. A Pearson correlation was utilized to analyze the data collected in this study and revealed a significant correlation between administrator support and teacher self-efficacy.

Keywords

Children, Correlation, Educational Legislation, Educational Quality, Elementary Secondary Education, Equal Education

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How to Cite

Kirk, S. H., Farmer, A. W., & Vires, C. (2021). An Examination of the Correlation Between Administrator Teacher Support and Teacher Self-Efficacy Level. Journal of the American Academy of Special Education Professionals, 16(2), 133-156. https://doi.org/10.64546/jaasep.461