Author

Mary B. Davis

Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Conderman, Greg||Laarhoven, Toni van

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Special education||Teachers--Training of||Educational leadership

Abstract

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.

Comments

Advisors: Greg Conderman; Toni Van Laarhoven.||Committee members: Kelly Summers.||Includes bibliographical references.

Extent

98 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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