Special education teacher preparation programs and their influence on self-efficacy
Davis, Mary B.
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This 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.