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dc.contributor.advisorConderman, Gregen_US
dc.contributor.advisorLaarhoven, Toni Vanen_US
dc.contributor.authorDavis, Mary B.en_US
dc.date.accessioned2019-12-03T21:17:40Z
dc.date.available2019-12-03T21:17:40Z
dc.date.issued2018
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/21315
dc.descriptionAdvisors: Greg Conderman; Toni Van Laarhoven.en_US
dc.descriptionCommittee members: Kelly Summers.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.description.abstractThis quantitative dissertation examined the differences in special education teacher preparation programs and their association with novice teachers' self-efficacy in the areas of classroom management, student engagement, and instructional strategies while teaching students with moderate to severe disabilities. Tschannen-Moran and Woolfolk Hoy's Teacher Self-Efficacy Scale was used to measure self-efficacy while demographic variables such as initial teacher certification style and student teaching experiences were also considered. One hundred and six special education teachers voluntarily participated in this study. This study investigated whether different state models for special education teacher certification influenced the self-efficacy of novice teachers. Three models exist in the United States; however, the analyses of their differences did not result in strong associations for influencing self-efficacy. This suggests state leaders can use different teacher certification models to prepare special education teachers as the model itself does not influence self-efficacy. Results of this study provide opportunities for future research related to self-efficacy and special education teacher preparation.en_US
dc.format.extent98 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshSpecial educationen_US
dc.subject.lcshTeachers--Training ofen_US
dc.subject.lcshEducational leadershipen_US
dc.titleSpecial education teacher preparation programs and their influence on self-efficacyen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentLeadership, Educational Psychology and Foundationsen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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