Date Approved

4-12-2017

Embargo Period

4-13-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Coaxum, James

Second Advisor

Browne, Evelyn

Third Advisor

Alexander, Sheree

Subject(s)

Special education teachers; Self-efficacy

Disciplines

Special Education and Teaching | Teacher Education and Professional Development

Abstract

The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of their pedagogical knowledge and beliefs and teachers' sense of self-efficacy was examined. This particular study was aimed at helping general and special education teachers understand, develop, and implement pedagogical practices that would increase their ability to educate students with special needs. The findings from this study revealed a substantial relationship between the components of teacher confidence in implementing pedagogical practices and teacher self-efficacy. Implications for teaching students with special needs are discussed.

Other Repository URL

http://dissertations.umi.com/rowan:10321

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