Hildy Straus, Ph.D.

Fordham University

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Rhonda Bondie, Ph.D.

Fordham University

This study examined the self-efficacy of paraeducators serving students with moderate to severe disabilities in a specialized public school. Quantitative methods explored the relationship among paraeducator self-efficacy, personal factors (including work experience, age level of teaching assignment, and disability served), and organizational factors (including role of paraeducator, collaboration, professional development, job satisfaction, and supervision).  Seventy-five paraeducators working in a suburban public school responded to the Paraeducator Perceived Self-Efficacy Scale and the Paraeducator Descriptive Questionnaire.  Findings indicated that overall, personal or organizational factors were not predictors of self-efficacy. However, the organizational factor of job satisfaction was a significant predictor of self-efficacy, suggesting that paraeducators should be encouraged to express their wants and needs.  Additionally, strong relationships were present between supervision and role definition and also between job satisfaction and collaboration.

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