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• W1528283729 abstract "Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom by Pamela Sime-Cummins MA, Gratz College, 2002 BS, Kutztown University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Abstract Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior experience and organizational support in the form of PD with TSE. Bandura’s social cognitive theory framed this study. A sample of 99 secondary general education teachers completed a 3-part online survey including the TSES and TSESLearning Disabilities (LD) scales measuring self-efficacy in the traditional and inclusion settings, and demographic questions that served as potential predictors of self-efficacy. Correlated t tests and partial correlations were used to test for differences in perceived TSE across the inclusion and traditional settings and to test whether demographic factors were associated with TSE. Teachers perceived themselves as less efficacious in the inclusion setting when compared to instructing general education students in a traditional classroom, and setting-specific training was the greatest predictor of TSE. An inclusion PD program was created focusing on strategies for teaching students with disabilities in the inclusion setting. This endeavor may advance positive social change by increasing teacher self-efficacy and ultimately student achievement.Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior experience and organizational support in the form of PD with TSE. Bandura’s social cognitive theory framed this study. A sample of 99 secondary general education teachers completed a 3-part online survey including the TSES and TSESLearning Disabilities (LD) scales measuring self-efficacy in the traditional and inclusion settings, and demographic questions that served as potential predictors of self-efficacy. Correlated t tests and partial correlations were used to test for differences in perceived TSE across the inclusion and traditional settings and to test whether demographic factors were associated with TSE. Teachers perceived themselves as less efficacious in the inclusion setting when compared to instructing general education students in a traditional classroom, and setting-specific training was the greatest predictor of TSE. An inclusion PD program was created focusing on strategies for teaching students with disabilities in the inclusion setting. This endeavor may advance positive social change by increasing teacher self-efficacy and ultimately student achievement. The Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom by Pamela Sime-Cummins MA, Gratz College, 2002 BS, Kutztown University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Dedication This dissertation is dedicated to my husband, Jeff, for his support throughout all of my years of schooling and for picking up the slack while I worked to achieve my goal. Jeff, you have no idea how much your support has meant to me over the years. It is also dedicated to my daughter, Jessica, as proof that when you dream it, through hard work and perseverance, you can achieve it. I love both of you more than you will ever know. This is also dedicated to my girls: Sherry Dulsky, Eileen Larkin, Jess Bishof, and Jess Weaver for providing me with many fun distractions when I really needed them in order to maintain my sanity. Finally, this is dedicated to my mother, Joann Hutchison, and my friends, specifically Michelle Myers and Jess Bishof, for convincing me that I can finish this paper even when I felt like giving up. Acknowledgments I would like to acknowledge Dr. Howe, my chairperson, and Dr. Milanesi, my cochairperson, for their tireless work and support that enabled me to complete this journey. Their commitment to excellence has made me a better student, researcher, and writer. Dr. Milanesi taught me that I do not need to know all of the answers; I just need to ask for help. I could not have completed the statistical analysis without his assistance. Dr. Howe supported me in ways that went above and beyond her role as chairperson. She was available by phone and e-mail whenever I had a question, sometimes two or three times a day. Her belief in me was my motivation to finish even when I did not think I could do anymore. I truly cannot say enough to thank them for all that they have done. Thank you!" @default.
• W1528283729 created "2016-06-24" @default.
• W1528283729 creator A5045049343 @default.
• W1528283729 date "2015-01-01" @default.
• W1528283729 modified "2023-09-27" @default.
• W1528283729 title "The Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom" @default.
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