The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs
Loading...
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
Most agriculture teachers do not feel competent when working with students with special needs (Elbert & Baggett, 2003). The purpose of this study was to examine and explain the variance in the self-perceived success of beginning agriculture teachers in North Carolina in working with students with special needs. A modified version of Working with Diverse Students: The General Educator's Perspective (Brownell & Pajares, 1999) was used to measure the teacher efficacy and self-perceived success of 70 beginning agriculture teachers in working with students with special needs. Teacher efficacy was found to be a major factor accounting for the variance in the self-perceived success in working with students with special needs. Other factors contributing to the variance in self-perceived success included pre-service preparation, in-service participation, and general support received from administrators.
Table of Contents
DOI
PubMed ID
Degree
M.S.