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An Analysis of Special Education Teachers' Overall Sense of Efficacy Beliefs and Attitudes Toward Co-Taught Classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Cheryl Tremble Smith (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Marilyn Friend

Abstract: For more than two decades, teacher efficacy has been identified as being crucial for improving educational reform, teacher education, teachers' teaching behaviors, and teachers' attitudes toward inclusive schooling. This study utilized the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) (Cochran, 1998) and demographic information to investigate the levels of teacher efficacy beliefs and attitudes toward inclusion of 123 special education teachers involved in co-taught education classrooms in 10 school districts across North Carolina. School levels and several predictor variables were examined to determine the influence they had on teacher efficacy beliefs and teachers' attitudes toward inclusion. Results revealed that (a) there was no significant difference between school levels and TSES and STATIC overall scores; (b) the number of hours of professional development in inclusive practices was a significant predictor for TSES and STATIC overall scores and four subscale scores (instructional strategies, classroom management, professional issues and logistical concerns); and (c) years experience teaching in co-taught classes was a significant predictor of classroom management. Additional analyses revealed the strength of relationship between the TSES and STATIC overall scores were stronger for special education teachers who had 0-3 years and more than 10 years of experience co-teaching. The relationship between the TSES and STATIC overall scores were weaker for special education teachers who had 4-10 years of teaching experience in co-taught classrooms. Overall results indicate a strong sense of efficacy and attitudes toward inclusive classes among North Carolina special education teachers involved in co-teaching.

Additional Information

Publication
Dissertation
Language: English
Date: 2008
Keywords
Attitudes toward inclusion, Co-teaching, Collaboration, Inclusion, Self efficacy, Teacher efficacy
Subjects
Inclusive education $z North Carolina.
Teaching teams $z North Carolina.
Teacher effectiveness $z North Carolina.
Teachers $z North Carolina $x Attitudes.
Learning disabled children $x Education.
Teachers $x In-service training.
Mainstreaming in education.
Special education.