Download or read book The Effects of Self efficacy Upon Performance Satisfaction and Retention Among Special Education Teachers written by John O'Rourke and published by . This book was released on 2010 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined teachers' perceptions of self-efficacy and its effects upon job performance, job satisfaction, and variables that affect job retention. The study site was a special education center located in the southeastern region of Pennsylvania. Participants included 32 special education teachers who were employed at the selected site. Participants completed three surveys, the Educators Demographic Data Sheet, the Maslach Burnout Inventory-Educators Survey, and the Teacher Sense of Efficacy Scale. In addition, 17 of the participants were individually interviewed and observations were conducted throughout the site during a two-week period. Results of this study indicate a relationship between perceived self-efficacy and job performance, job satisfaction, and variables that affect job retention. It was found that, although the participants felt themselves to be efficacious in classroom management, student engagement, and instruction strategies, they perceived an overall lack of efficacy in completing all the duties of their job due to an abundance of paperwork and lack of time. Results indicate that these low feelings of efficacy are perceived to have a negative impact upon job performance and satisfaction. Conversely, the participants perceived feelings of efficacy in areas that relate to job retention.
Download or read book Special Education Teachers Self efficacy and Job Satisfaction in Youth Development Centers written by Kimberley Kerchelle Simmons and published by . This book was released on 2021 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students with disabilities entering youth development centers is increasing exponentially. The youth development center schools that are responsible for providing academic services to these students are inadequately staffed with special education teachers to meet the behavioral and academic needs of juvenile offenders with disabilities. The purpose of this quantitative correlational study was to explore the relationship between special education teacher self-efficacy and job satisfaction in teachers within the twenty-five youth development center schools located throughout the Georgia DJJ System. The participants completed the Teachers' Sense of Self-Efficacy Survey (TSES) and the Job Satisfaction Survey (JSS). TSES was used to identify three sub-categories of classroom management, instructional strategies, and student engagement. The JSS was used to measure job satisfaction as defined by nature of work, pay, promotion, supervision, fringe benefits, operating conditions, coworkers, and contingent rewards communication. A series of Pearson product-moment correlations were used to measure the relationship between teacher self-efficacy and job satisfaction. The participants for the study included 66 special education teachers who teach juvenile offenders with disabilities in a secured youth development center. The conceptual framework for this study is based on Bandura's social cognitive theory. By understanding the relationship between special education teachers who teach in youth development centers, teacher self-efficacy, and job satisfaction, state departments of juvenile justice may be able to increase teacher retention, reduce the recidivism rate and improve educational outcomes of juvenile offenders with disabilities.
Download or read book Addressing Novice Teacher Retention in Special Education written by Susan Marie Potts-Datema and published by . This book was released on 2019 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers leave the field at rates higher than other teachers, with the highest rates demonstrated by beginning special education teachers (Boe, Cook & Sunderland, 2008; Jones, Youngs, & Frank, 2013; White & Mason, 2006). This high turnover rate requires school systems to invest significant amounts of time, energy, and resources into the continual retraining of special education teachers (Thornton et al., 2007). Increasing novice special education teacher self-efficacy may be one way of improving teacher performance, resilience, and willingness to remain in the field (Ruble, Usher & McGrew, 2011). This mixed-method action research study examined the influence an induction and mentoring program may have on self-efficacy levels of novice special education teachers, which may, in turn, led to higher rates of desired special education teacher retention. The action research team also explored components of mentor support and training that may influence the development of increased teacher self-efficacy in novice special education teachers. Findings indicated that special education mentor teachers provide a significant amount of support to new special education teachers, including modeling instruction, observing instruction and providing immediate feedback, supporting the implementation of effective instructional strategies, supporting behavior management, and offering encouragement and moral support. As a result of this mentoring support, new special education teachers adjust their classroom practices in the areas of providing instruction, behavior management, teaching district standards, and reflection. While mentoring provides benefits to new special education teachers, many new special education teachers continue to feel overwhelmed. Special education mentor teachers highly valued ongoing face-to-face training that targeted effective mentoring skills, best instructional practices for students with disabilities, and included dedicated time to collaborate with other special education mentors. Special education mentors require ongoing support to continue successfully navigating the challenges of being a special educator as they support new teachers, especially in the areas of managing job demands, role confusion, and navigating relationships with general education colleagues.
Download or read book Job Satisfaction and Self efficacy Score Differences in General and Special Education Teachers as Measured by the Job Satisfaction Survey and Teachers Sense of Efficacy Scale written by Jean Alford Carswell and published by . This book was released on 2018 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher turn over has been a concern over the last 30 years in the United States. The implementation of No Child Left Behind Act in 2002 impacted the accountability of teachers. This quantitative, correlation study endeavors to determine the relationship between teacher self-efficacy and job satisfaction. Within this study, teachers of a Title I school in the largest school district in a southern state were surveyed via hard copy. The Tschannen-Moran instrument, Teachers’ Sense of Efficacy Scale (2001), was used to identify three subscales: student engagement, instructional strategies, and classroom management. The Job Satisfaction Survey collected participants’ general satisfaction by analyzing nine subscales resulting in one unique satisfaction score. Finding a positive correlation between self-efficacy and job satisfaction will be beneficial to resource managers and principals as they attempt to lessen teacher turnover and increase resiliency in the field.
Download or read book Teacher Retention in Special Education written by Carol Lee McArthur and published by . This book was released on 2008 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Social Support on Teacher Self efficacy in Novice Agricultural Education Teachers written by Debra S. Korte and published by . This book was released on 2017 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher self-efficacy affects student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support influences teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources (e.g., spouse or partner, family, friends) and six school sources (e.g., administrators, teachers at school, teachers in FFA section or district, students, parents, community) of support within three support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 25.3% of the variance in teacher self-efficacy. Whereas mastery experiences are widely recognized as the primary source of self-efficacy, the results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy and potentially improve teacher retention.
Download or read book Crisis in Education written by Barry A. Farber and published by Jossey-Bass. This book was released on 1991-03-11 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Without question, Farber's book on teacher burnout is the most comprehensive, analytic, and instructive book on the topic, and I urge the reader to study it.?--Seymour B. Sarason, author, The Predictable Failure of Educational Reform
Download or read book Self efficacy and Job Performance in Relation to Job Satisfaction and Organizational Commitment to Teachers written by Maria Lynne Vitug Magtanong and published by . This book was released on 2008 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the result of the study, a supplementary work-enrichment program is proposed to maintain the teachers' high performance and retention of the school's philosophy, vision, and mission in education.
Download or read book Special Education Teacher Burnout written by Rachel L. Berry and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers work with some of the neediest students in our nation's public schools and experience higher levels of attrition and emotional burnout than those teachers who work with the general student population. The purpose of this study was to examine a variety of teacher belief variables and job characteristics to help understand the phenomenon of emotional exhaustion experienced by special educators. Results indicated that 43% of the variability in the level of burnout reported by special education teachers can be attributed to differences in levels of outcome efficacy, the amount of experience teaching special education, levels of self-efficacy, and the level of perceived agreement with families about their job responsibilities. These findings indicate that rates of burnout and attrition among special education teachers might be decreased by clarifying or altering job expectations to increase teacher perceptions of agreement with others and their efficacy beliefs.
Download or read book General and Special Education Teachers written by Erika Pernecky and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher Self efficacy and Special Education Referrals in an Elementary RTI Model written by Jenna Mancini Rufo and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined the relationship between teachers' self-efficacy beliefs and their likelihood to refer students for special education eligibility in an elementary Response to Intervention (RTI) problem-solving model in a single district. Twenty-nine general education teachers and 22 special education teachers were surveyed, while three special educators and three general educators were interviewed. Special education teacher self-efficacy beliefs were greater than general educators, finding a statistically significant (p=.045) difference for self-efficacy in instructional strategies. Open-ended survey responses revealed that the majority of teachers found RTI positively impacted their abilities to implement instructional strategies and increase student engagement, but had a lesser effect on their abilities to execute classroom management. On average, teachers in this study estimated they refer 2.1 students per year for potential special education services. The relationship between self-efficacy and special education referrals for general education teachers was not statistically significant in any area. However, moderately strong, inverse relationships were evident for special education teachers in the areas of overall teacher self-efficacy (r=-.452, p=.031*), self-efficacy for instructional strategies (r=-466, p=.025*), and self-efficacy for classroom management (r=-.413, p=.05*).Thus, as special education teacher self-efficacy increased in these areas, special education referrals decreased. Results were statistically significant. This study expanded upon the limited body of research available on the intersecting variables of teacher self-efficacy and special education referrals, particularly within the RTI framework.
Download or read book Self Efficacy and Job Satisfaction in Teachers of Students with Autism Spectrum Disorder written by Sophia Winston Eldred and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Objective: The purpose of the current mixed-methods study was to examine self-efficacy and job satisfaction in general education and special education teachers of students with ASD. Method: Using a concurrent mixed methods research design, the quantitative portion of the study examined reports of self-efficacy pertaining to teaching students with ASD and job satisfaction from both general and special education teachers of students with ASD, and examined potential correlates to these constructs such as occupational stress, social support, knowledge of ASD, and school resources. The qualitative portion of the study employed semi-structure interviews to examine what factors influence teachers self-efficacy and job satisfaction. Results: Results revealed no significant differences in self-efficacy, job satisfaction, occupational stress, perceived social support or knowledge of ASD between general and special education teachers and no significant relation between self-efficacy and occupational stress, social support and school resources. However, analyses examining the potential relation of these variables with job satisfaction revealed statistically significant correlations between teachers job satisfaction and social support and their job satisfaction and levels of occupational stress. The qualitative data for the current study revealed four overarching themes related to overall teacher well-being: the impact of knowledge, experience and training; the importance of support; the impact of occupational stress; and the intrinsic rewards of teaching as protective factors. Following standard mixed methods methodology, quantitative and qualitative data was integrated and discussed.
Download or read book The Impact of Teacher Self efficacy on the Referral of African American Males for Special Education Services written by Michelle J. McCollin-Odeleye and published by . This book was released on 2004 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Moderating Effects of Teacher Self Efficacy on the Relationship Between Job Satisfaction and Intent to Turnover written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Administrative Support on Special Education Teacher Self efficacy at the Middle School Level in a Small Northeast State written by Ryan Borden and published by . This book was released on 2018 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the passing of the Individuals with Disabilities Education Act (IDEA 2004) and the Every Students Succeeds Act (ESSA, 2015) the role of special educators has become increasingly diverse. The defining structure of what enables teachers to effectively deliver instruction can be measured through self-efficacy (Bandura, 1997). Teachers with higher self-efficacy are more likely to overcome the burdens of their jobs (Guo, MacDonald Connor, Yanyun, Roehrig, & Morrison, 2012). Supportive leadership is a predictor of positive outcomes in special education (Murawski & Dieker, 2013). Understanding what factors of administrative support influence the self-efficacy of special educators allows leaders to provide more meaningful and consistent support to special educators. The purpose of this mixed methods sequential, explanatory study was to determine the factors of administrative support that influence the self-efficacy of special educators at middle schools in a small northeast state. The following research questions were addressed: 1. How do the components of administrative support relate to special education teacher self-efficacy? a. How do the components of administrative support relate to building level administrator self-efficacy? 2. What is the relationship between the special educator’s perceived level of administrative support and their reported self-efficacy? 3. What is the relationship between the building level administrator’s perceived level of support given and the reported levels of special educator self-efficacy? a. What is the relationship between the perceived level of support provided by BLAS to special educators and BLA self-efficacy? 4. How do administrator and teacher descriptions further explain the relationship among support and self-efficacy? a. How do building level administrators describe their support to special educators? b. How do special educators describe support provided by their building level administrator? During the quantitative phase, a questionnaire was administered to middle school administrators and special educators to measure perceptions of their relationship and its influence on the self-efficacy of special educators. During the second phase, individual interviews were conducted to explore how both participant groups describe the factors that contribute to their relationship (Rubin & Rubin, 2012). The results of this study found a relationship between administrative support and special educator self-efficacy.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Perceived Sense of Community and Self efficacy in Special Education Teachers written by Laura Elizabeth Sinkonis and published by . This book was released on 2018 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher attrition is a worldwide problem. Teachers leave education for reasons other than retirement, and many retire before the generally accepted retirement age of 65. Further, special education teachers are at an even higher risk of premature exit than their general education counterparts. Self-efficacy is related to teacher burnout and other reasons for leaving the profession. One missing piece in the literature is role of sense of community in special education on teachers’ self-efficacy. The purpose of this correlational study is to investigate possible predictive relationships between sense of community and self-efficacy in special education teachers. Further, relationships between group identity and self-efficacy and shared domain and self-efficacy were studied. Two hundred special education teachers from a Mid-Atlantic state were surveyed using the Sense of Community in School Scale and the Teachers’ Sense of Efficacy Scale. Pearson’s r was used to identify the correlations. The results of the study indicated a small to moderate positive relationship between sense of community and self-efficacy.
