Teacher efficacy for secondary general education teachers supporting students with specific learning disabilities (sld) in inclusive classrooms

Teacher efficacy for secondary general education teachers supporting students with specific learning disabilities (sld) in inclusive classrooms. (2015). Teacher efficacy for secondary general education teachers supporting students with specific learning disabilities (sld) in inclusive classrooms.

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Title	Teacher efficacy for secondary general education teachers supporting students with specific learning disabilities (sld) in inclusive classrooms
Abstract	While a considerable amount of research exists on teacher efficacy, few researchers have explored teacher efficacy at the secondary level in an inclusive classroom. Since teachers face many challenges in the classroom, several variables may exist as to what impacts a general education teacher's efficacy, particularly when working with students with specific learning disabilities (SLD). Using a quantitative methodology involving a cross-sectional design, this exploratory study examined what elements affected the teacher efficacy of high school general education teachers when supporting students with identified SLD in inclusive classrooms. A total of 46 English and Algebra I general education high school teachers in 22 school districts in south-central Pennsylvania responded to survey questions. Findings from the study indicate that implementing teacher focused strategies, experience teaching students with SLD, and teaching in economically disadvantaged classrooms were significant in predicting overall teacher efficacy. In addition, using teacher focused strategies and experience teaching students with SLD were significant for teacher efficacy for instructional strategies. Moreover, additional findings demonstrated that beliefs on inclusion, implementing student focused strategies, and training in special education significantly affected teacher efficacy for classroom management. Finally, implementing student focused strategies and teaching in economically disadvantaged classrooms were significant for teacher efficacy for student engagement.
Date	2015

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Title: Teacher efficacy for secondary general education teachers supporting students with specific learning disabilities (sld) in inclusive classrooms
Personal Name(s): Moran, Laura C.
Anderson, John A.
Corporate Name(s): Indiana University of Pennsylvania
Sociology.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Anderson, John A. Committee members: John Dellegrotto; Valerie Gunter; J. Mabry.
Topical Subject(s): Education
Special education
Secondary education