Early intervention practitioners’ self-efficacy: a measure and its applications

Lamorey, Suzanne; Wilcox, M. Jeanne

doi:10.1016/j.ecresq.2005.01.003

Cited by 36 publications

(40 citation statements)

References 26 publications

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“…When teachers build a history of positive experiences, their efficacy is increased (Lamorey and Wilcox 2005;Massengill Shaw et al 2007). Furthermore, teacher efficacy can be improved by observing a colleague's successes, which the supportive online learning community facilitated.…”

Section: Discussionmentioning

confidence: 95%

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

Gebbie

Ceglowski

Taylor

et al. 2011

Early Childhood Educ J

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Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers' classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged in an online community of learners discussion group. Interviews and interactions from an online learning community were used to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training. Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers' online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs should consider providing more opportunities for the teachers to build their own learning communities to interact and support one another.Keywords Preschool Á Special needs Á Challenging behavior Á Community of learners Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. Stressed teachers were found to spend more than 20% of time in negative interactions and only 5% of time in positive interactions with children who had challenging behaviors, thus contributing to the ongoing cycle of ensuing challenging behaviors (Alvarez 2007;Stormont 2002). Data from the National Prekindergarten Study during the 2003 and 2004 school year indicated that 10.4% of state-funded prekindergarten teachers across the nation expelled at least one preschooler from their program. This rate was 3.2 times higher than the rate for kindergarten through twelfthgrade children. Expulsion is the most severe disciplinary action that can be given because it means that the child can never return to that school. Not unexpectedly, teacher stress was related to higher rates of expulsion even when class size and child age were controlled (Gilliam 2005).When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. The need for similar training regarding working with children that exhibit behavior challenges has been recognized in the field of early childhood. Teachers view children with behavior problems as more challenging to work with than children with any type of disability (Alvarez 2007). Several issues related to addressing the challenging behaviors of preschoolers in a classroom setting include not only teacher training, but also teacher perceptions, teacher stress and support (Alvarez 2007;Gilliam 2...

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Section: Discussionmentioning

confidence: 95%

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

Gebbie

Ceglowski

Taylor

et al. 2011

Early Childhood Educ J

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“…There have also been only a few studies that have examined the influence of in-service variables on practitioner confidence and competence in Part C early intervention and Part B(619) preschool special education (Bailey, Palsha, & Simeonsson, 1991;Lamorey & Wilcox, 2005;Moore & Wilcox, 2006). Both Lamorey and Wilcox (2005) and Moore and Wilcox (2006) found that years of experience working with young children with disabilities was related to heightened efficacy belief appraisals, whereas Bailey et al (1991) did not find years of experience related to practitioners' perceived abilities to work effectively with families.…”

mentioning

confidence: 89%

Predictors of Confidence and Competence Among Early Childhood Interventionists

Bruder

Dunst

Wilson

et al. 2013

Journal of Early Childhood Teacher Education

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The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training prepared the practitioners to work with young children and their families. The in-service variables were type of state training/technical assistance available to the participants, whether participants were required to have continuing education, and the amount of in-service training the participants received. Self-efficacy was measured in terms of the participants' perceived confidence and competence to successfully enact three procedural practices (family-centered practices, teaming practices, and assessment in education practices), and three intervention practices (IFSPs/IEPs, instructional practices, and natural environment/inclusion practices). Results suggest that participants' judgments of their preservice preparedness to work with young children and their families, and the number of different kinds of in-service training for which they availed themselves, were the best predictors of all four types of self-efficacy beliefs. Implications for preservice and in-service professional preparation and training are discussed.

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“…However, limited research has been conducted in the last 15 years that focused on the influence of teacher efficacy on students with disabilities who are from CLD backgrounds (Paneque & Barbetta, 2006). Although the role of individual efficacy beliefs in teacher perception formation and subsequent teaching practices has been the focus of much research (e.g., Lamorey & Wilcox, 2005), little is known about the relationship among teacher efficacy, CTE, and CRT. Researchers (e.g., Siwatu, 2007) further suggest the interface between teacher efficacy and CRT, but they mixed in with the broader research on either teacher efficacy and/or CRT (Oyerinde, 2008).…”

Section: Aims and Research Questionsmentioning

confidence: 99%

“…Bandura (1977) also postulated that four sources of information contribute to the development of teacher efficacy beliefs: master experiences, various experiences, social persuasion, and physiological emotion arousal. On the basis of this perspective, Lamorey and Wilcox (2005) further proposed that teachers' efficacy (i.e., high or low teaching efficacy) is shaped by (a) vicarious observations of others' failure or success; (b) their own past failures or positive experiences; (c) negative or positive feedback; and (d) individual states (e.g. depression or optimism).…”

Section: Teacher Efficacy and Collective Teacher Efficacymentioning

confidence: 99%

“…In spite of much research focused on the role of individual efficacy beliefs in teacher perception formation and subsequent teaching practices (e.g., Lamorey & Wilcox, 2005), little is known about the relationship among teacher efficacy, CTE, and CRT. Existing efficacy research has focused primarily on individual efficacy beliefs among teachers, with few studies examining the role of group norms or systems level mastery experiences in shaping individual efficacy perceptions (Goddard, Hoy, Hoy, 2004;Ross & Grey, 2006).…”

Section: Introduce the Problemmentioning

confidence: 99%

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Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

Chu

2016

JCT

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The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT self-efficacy, and CRT outcome-efficacy. Data were gathered and performed the following analyses: descriptive analysis, factor analysis, and Person's r corrections. The results of Cronbach's alpha for all three scales were considered adequate. The three-factor loading for CTE, the three-factor loading for CRT self-efficacy, and the two-factor loading for CRT outcome-expectancy were found. This newly developed scale of factor-loading findings were not consistent with previous studies because of differences in items, target populations, and focus of the current study. The findings of factor loadings for three scales Increases in special education teachers' ratings of the school's ability to provide adequate service for CLD students with disabilities were associated with increases in their perceptions of their ability to provide CRT instruction, and their perceptions about the connection between CRT practices and students' learning outcomes, although these correlations were low (r = .24, .16, respectively)

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Early intervention practitioners’ self-efficacy: a measure and its applications

Cited by 36 publications

References 26 publications

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

Predictors of Confidence and Competence Among Early Childhood Interventionists

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

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