Kindergarten through fourth grade teacher perception of self-efficacy in educating students diagnosed with emotional and/or behavioral disorders

Kindergarten through fourth grade teacher perception of self-efficacy in educating students diagnosed with emotional and/or behavioral disorders. (2016). Kindergarten through fourth grade teacher perception of self-efficacy in educating students diagnosed with emotional and/or behavioral disorders.

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Title	Kindergarten through fourth grade teacher perception of self-efficacy in educating students diagnosed with emotional and/or behavioral disorders
Abstract	This study was to examine self-efficacy perceptions of elementary teachers, kindergarten through fourth grade, and determine whether or not teacher self-efficacy perceptions differ related to classification area of district, certification held and experience of working with students with emotional and/or behavioral disorders (E/BD). In addition, this study analyzed if differences in the above three mentioned areas impact the teacher's perception in regards to providing effective classroom management, developing positive student-teacher relationships, and demonstrating confidence in being adequately prepared to educate students with E/BD. Participants of the study included 126 kindergarten through fourth grade regular education teachers. This study sought to answer six research questions. Results of this study were quantitative in nature. Data were analyzed by domains using inferential statistics, independent samples t-test, and a one-way analysis of variance being performed, along with post-hoc tests and a multiple comparison test. Results of this study indicated that there were statistically significant differences when comparing those that were dually certified in elementary and special education to those who were certified in only elementary education across all areas tested throughout the study. Significant differences were also found when comparing perception of preparedness and years of teaching E/BD students as well as classroom management and classification of school district. No other statistically significant differences were found throughout the study.
Date	2016

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