Abstract
ABSTRACT The Gibson and Dembo Teacher Efficacy Scale was modified for use in the special education resource-room context. A factor analysis of the modified instrument resulted in a factor structure comparable to one based on regular-education teachers, as reported in prior research. The relation between instructional supervision and teacher efficacy among these teachers was also examined. With sex, age, resource-room tenure, and job satisfaction held constant, the perceived utility—but not frequency—of supervision was significantly related to teacher efficacy. The implications of these findings for both research and practice in the special education context are considered.
Keywords
Context (archaeology)Resource (disambiguation)PsychologyJob satisfactionSelf-efficacyScale (ratio)Teacher educationSpecial educationPedagogyMedical educationMathematics educationSocial psychologyMedicineComputer science
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Publication Info
- Year
- 1997
- Type
- article
- Volume
- 90
- Issue
- 4
- Pages
- 230-239
- Citations
- 206
- Access
- Closed
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Cite This
Theodore Coladarci,
William A. Breton
(1997).
Teacher Efficacy, Supervision, and the Special Education Resource-Room Teacher.
The Journal of Educational Research
, 90
(4)
, 230-239.
https://doi.org/10.1080/00220671.1997.10544577
Identifiers
- DOI
- 10.1080/00220671.1997.10544577