Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Shoulders, Tori L; Krei, Melinda Scott

doi:10.1177/875687051603500104

Cited by 16 publications

(11 citation statements)

References 21 publications

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“…The self-efficacy beliefs of a special education teacher are directly related to the improvement of learning outcomes. As a result, they constitute an important factor for the educational context that optimizes teaching effectiveness to help students (Kuronja, Čagran, & Krajnc, 2019;Leggio & Terras, 2019;Levi, Einav, Raskind, Ziv, & Margalit, 2013;Miesera, DeVries, Jungjohann, & Gebhardt, 2019;Peebles & Mendaglio, 2014;Sharma & Sokal, 2016;Shoulders & Krei, 2016). Studies that have examined the conditions for enhancing teacher effectiveness and improving students' academic achievement have found strong correlations between teachers' self-efficacy and behaviour (Gerhardt & Brown, 2006;Kuronja et al, 2019;Miesera, et al, 2019;Peebles & Mendaglio, 2014).…”

Section: Self-efficacy Of Special Education Teachersmentioning

confidence: 99%

Secondary special education teachers’ beliefs towards their teaching self-efficacy

Mastrothanasis

Zervoudakis

Xafakos³

2021

Ppej

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The self-efficacy of special education teachers is a key aspect of the educational process for inclusive learning and co-teaching. However, research on self-efficacy perceptions in the area of special education and particularly in the field of parallel support is very limited. The aim of this research is to adapt a scale measuring the beliefs of special education teachers' self-efficacy in supporting students who need parallel support in secondary education and therefore to investigate those beliefs, as well as the factors that affect them. The study involved 147 special educators for supporting students in Greek junior high schools or high schools. The "Teachers' Sense of Efficacy Scale" (TSES) by Tschannen-Moran & Woolfolk-Hoy ( 2001) was adapted to study and investigate the research questions. The results demonstrate that special education teachers report high levels of teaching self-efficacy with male special education teachers being distinguished by significantly higher self-efficacy levels compared to females. Moreover, the results revealed a positive correlation between the experience of participants and their levels of self-efficacy, a small negative correlation between the number of supported students and their levels of self-efficacy regarding teaching strategies and a medium negative correlation between the number of supported students and their levels of self-efficacy regarding student management.

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Section: Self-efficacy Of Special Education Teachersmentioning

confidence: 99%

Secondary special education teachers’ beliefs towards their teaching self-efficacy

Mastrothanasis

Zervoudakis

Xafakos³

2021

Ppej

View full text Add to dashboard Cite

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“…Moreover, resource scarcities also have an adverse effect on the performance of teachers. For example, Shoulders and Krei [23] found that the number of hours spent on teachers’ professional development has a positive impact on the teachers’ ability to engage students. Some authors [8,18,19] have also found that conflict-inducing attitudes in the education sector affect learning outcomes and the psychological well-being of students.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

Ali

Ashraf

Shuai

2019

IJERPH

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This paper studied the causes and effects of negative teacher–student relationships on students’ psychological health and educational outcomes, primarily due to negative teacher–teacher interactions. Survey data were collected from 130 faculty members and 746 students of 10 higher educational institutions located in different cities of the Punjab province of Pakistan. Path analysis was used to estimate results. The findings revealed that incivility among faculty members and higher discontent with university resources generates a conflict-inducing attitude in faculty members, which subsequently creates negative behavior in teachers towards students. It was further observed that hostile attitudes of faculty members towards students adversely affects the psychological health and educational outcomes of students at universities. These findings suggest that students’ learning processes can be improved by controlling negative teacher–teacher interactions, which has important implications for institutions of higher learning.

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“…In implementing inclusive education for young children with autism spectrum disorder (hereafter, ASD), teachers of mainstream classes empowered to apply inclusive practices are more likely to ensure successful learning for these children (Shoulders & Krei, 2016). Despite an increased awareness of ASD in many parts of the world, teachers Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings?…”

Section: Introductionmentioning

confidence: 99%

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

Low

Wong

Lee

et al. 2021

Autism

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The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded. Lay abstract In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

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Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Cited by 16 publications

References 21 publications

Secondary special education teachers’ beliefs towards their teaching self-efficacy

Secondary special education teachers’ beliefs towards their teaching self-efficacy

Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

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