Pre-service Teacher Self-Efficacy for Teaching Students with Disabilities : What Knowledge Matters?

Brooke Browarnik

Sherry Mee Bell

R. Steve McCallum

Kelly Smyth

Melissa Martin

 

University of Tennessee

Abstract

The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy’s Teachers’ Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation.  From the data collected, 8 correlations were found to be significant using Connor’s (n.d.) criteria and the stepwise multiple regression model identified 3 significant predictors of teacher efficacy. Of the items that entered into the multiple regression, the first item assessed the definition of RtI, the second understanding of intellectual disability, and the third collaborative teaching.  These 3 items accounted for approximately 8.6% of the variance in the teacher sense of efficacy score; and, thus, may be important contributors to teacher self-efficacy. 

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