The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs

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The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4559

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Title: The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs
Author: Ross, Amanda L.
Date: 2006
Publisher: University of Missouri--Columbia
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.
URI: http://hdl.handle.net/10355/4559
Other Identifiers: .b58878087

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