Publication Date


Document Type


First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Special education teachers--Training of; Mentoring in education; Teacher education; Special education


The purpose of this study was to examine the effects of a specific mentoring intervention on the teaching self-efficacy of pre-service special education teacher candidates. A Special Educators Efficacy Scale (SEES) was developed to measure self-efficacy for the initial skill set required for novice special educators. A two-group, pre-test/post-test design was used to compare the special education teaching self-efficacy scores between the intervention and comparison group.||The self-efficacy scores reported by 245 pre-service special education candidates from two universities were analyzed (intervention group, N = 43; comparison group, N = 202) before and after a 10-week mentoring intervention. ANCOVA findings indicated a statistically significant difference across all subscales between groups while controlling for the pre-test scores. The analysis of demographic characteristics such as age and grade level did not reveal any statistically significant differences between groups. This study posits that a specific mentoring intervention designed to meet the unique skill set of special educators has the potential to increase teaching self-efficacy among pre-service special education candidates.


Advisors: Elizabeth Wilkins; Thomas Smith.||Committee members: Lynette Chandler; Thomas Smith.


112 pages




Northern Illinois University

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