Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties

Kuronja, Maja; Čagran, Branka; Krajnc, Majda

doi:10.1080/13632752.2018.1530499

Cited by 7 publications

(8 citation statements)

References 32 publications

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“…Teacher self-efficacy, confidence in one’s ability to affect student achievement (Tschannen-Moran et al, 1998), has been linked to overall student achievement (e.g., Cantrell et al, 2013; Klassen & Tze, 2014; Throndsen & Turmo, 2013) and more effective teaching in various ways (Martin et al, 2012; Milner & Woolfolk-Hoy, 2003; Nie et al, 2013; Thoonen et al, 2011). Although the research on the self-efficacy of paraeducators and other support personnel is limited (Stocker, 2009), some studies exploring SPED teachers’ self-efficacy have found that it directly influenced teaching decisions (Ruppar et al, 2015), that those with stronger self-efficacy spent more time and effort working with SPED students (e.g., Gibson & Dembo, 1984; Woolfolk-Hoy et al, 2009) and were overall more effective educators (e.g., Johnson-Harris & Mundschenk, 2014; Kuronja et al, 2018; Malinen et al, 2012). Researchers have argued that paraeducators do not receive the training necessary to perform assigned tasks well (Breton, 2010), and, as lack of adequate training has been found to negatively influence teacher self-efficacy (Emery & Vandenberg, 2010), one can deduct that it would have a similar impact on paraprofessionals’ self-efficacy.…”

Section: Self-efficacy and Perception Of Competencementioning

confidence: 99%

From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities

Mason

Gunersel

Irvin

et al. 2020

Teacher Education and Special Education

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The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators’ self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.

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Section: Self-efficacy and Perception Of Competencementioning

confidence: 99%

From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities

Mason

Gunersel

Irvin

et al. 2020

Teacher Education and Special Education

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“…The self-efficacy beliefs of a special education teacher are directly related to the improvement of learning outcomes. As a result, they constitute an important factor for the educational context that optimizes teaching effectiveness to help students (Kuronja, Čagran, & Krajnc, 2019;Leggio & Terras, 2019;Levi, Einav, Raskind, Ziv, & Margalit, 2013;Miesera, DeVries, Jungjohann, & Gebhardt, 2019;Peebles & Mendaglio, 2014;Sharma & Sokal, 2016;Shoulders & Krei, 2016). Studies that have examined the conditions for enhancing teacher effectiveness and improving students' academic achievement have found strong correlations between teachers' self-efficacy and behaviour (Gerhardt & Brown, 2006;Kuronja et al, 2019;Miesera, et al, 2019;Peebles & Mendaglio, 2014).…”

Section: Self-efficacy Of Special Education Teachersmentioning

confidence: 99%

“…As a result, they constitute an important factor for the educational context that optimizes teaching effectiveness to help students (Kuronja, Čagran, & Krajnc, 2019;Leggio & Terras, 2019;Levi, Einav, Raskind, Ziv, & Margalit, 2013;Miesera, DeVries, Jungjohann, & Gebhardt, 2019;Peebles & Mendaglio, 2014;Sharma & Sokal, 2016;Shoulders & Krei, 2016). Studies that have examined the conditions for enhancing teacher effectiveness and improving students' academic achievement have found strong correlations between teachers' self-efficacy and behaviour (Gerhardt & Brown, 2006;Kuronja et al, 2019;Miesera, et al, 2019;Peebles & Mendaglio, 2014). Researchers note that teachers' self-efficacy beliefs may be a determining factor in effective teaching practices for students with a variety of difficulties or disabilities (Hutzler et al, 2019;Miesera, et al, 2019;Ozcan & Uzunboylu, 2017;Pajares, 1997;Sharma & Sokal, 2016;Shoulders & Krei, 2016).…”

Section: Self-efficacy Of Special Education Teachersmentioning

confidence: 99%

“…Researchers note that teachers' self-efficacy beliefs may be a determining factor in effective teaching practices for students with a variety of difficulties or disabilities (Hutzler et al, 2019;Miesera, et al, 2019;Ozcan & Uzunboylu, 2017;Pajares, 1997;Sharma & Sokal, 2016;Shoulders & Krei, 2016). From all the research that has been identified on the subject, it appears that higher levels of self-efficacy are associated with improved learning outcomes (Kuronja et al, 2019;Leggio & Terras, 2019;Levi et al, 2013;Miesera et al, 2019;Peebles & Mendaglio, 2014;Sharma & Sokal, 2016;Shoulders & Krei, 2016), and that the types of difficulties students face are related to teacher's self-efficacy beliefs (Hutzler et al, 2019). However, studying the self-efficacy belief levels of special education teachers has only recently begun to be studied in a systematic way to understand the correlation between teacher self-efficacy beliefs and inclusion.…”

Section: Self-efficacy Of Special Education Teachersmentioning

confidence: 99%

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Secondary special education teachers’ beliefs towards their teaching self-efficacy

Mastrothanasis

Zervoudakis

Xafakos³

2021

Ppej

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The self-efficacy of special education teachers is a key aspect of the educational process for inclusive learning and co-teaching. However, research on self-efficacy perceptions in the area of special education and particularly in the field of parallel support is very limited. The aim of this research is to adapt a scale measuring the beliefs of special education teachers' self-efficacy in supporting students who need parallel support in secondary education and therefore to investigate those beliefs, as well as the factors that affect them. The study involved 147 special educators for supporting students in Greek junior high schools or high schools. The "Teachers' Sense of Efficacy Scale" (TSES) by Tschannen-Moran & Woolfolk-Hoy ( 2001) was adapted to study and investigate the research questions. The results demonstrate that special education teachers report high levels of teaching self-efficacy with male special education teachers being distinguished by significantly higher self-efficacy levels compared to females. Moreover, the results revealed a positive correlation between the experience of participants and their levels of self-efficacy, a small negative correlation between the number of supported students and their levels of self-efficacy regarding teaching strategies and a medium negative correlation between the number of supported students and their levels of self-efficacy regarding student management.

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“…Students’ challenging behavior has been a consistent problem over time and in different countries (Crawshaw, 2015), reportedly disrupting the teaching and learning process in schools (Kuronja et al, 2019; Rubbi Nunan & Ntombela, 2018). In South African primary schools, challenging behavior has escalated to such an extent that it is becoming very difficult for teachers to perform their daily duties.…”

Section: Introductionmentioning

confidence: 99%

Students’ Challenging Behavior in Phoenix Primary Schools, South Africa: Impact on Teachers

Nunan

Ntombela

2021

Education and Urban Society

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Students’ challenging behavior is impacting negatively on teachers’ wellbeing worldwide. Currently, teaching for some teachers in South African primary schools has become exhausting and daunting to say the least. Teachers feel that they have had enough degradation and are not receiving the respect they, as professionals, deserve. Students’ relentless rampages and their refusal to listen to teachers are pushing teachers to the near brink of mental breakdown. This article, which embraces a qualitative research design and draws on an interpretative approach, derives from a larger case study conducted at three primary schools in Phoenix. To determine “how does students’ challenging behavior impact on teachers,” semi-structured interviews were conducted with five teachers from each sample school ( N = 15). Thematic analysis was used to classify data for this study. The systems theory applied portrays how behavior transferred from the home and environmental system, into the school system was impacting on teachers. Results indicate that teachers are unhappy and are awaiting their exit from the teaching profession. Furthermore, lack of collaboration between systems deters any amalgamated progress. Future research should concentrate on embracing constructive systems to reduce teachers’ mental and physical stresses in South African primary schools.

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Teachers’ sense of efficacy in their work with pupils with learning, emotional and behavioural difficulties

Cited by 7 publications

References 32 publications

From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities

From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities

Secondary special education teachers’ beliefs towards their teaching self-efficacy

Students’ Challenging Behavior in Phoenix Primary Schools, South Africa: Impact on Teachers

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