Relationships among teachers' self-efficacy, knowledge, involvement, implementation, and satisfaction with the transition process

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|a LC3965.T55 2009_TiltonSandra |2 BU-Local

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|a LC3965.T55 2009

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|a Tilton, Sandra L..

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|a Relationships among teachers' self-efficacy, knowledge, involvement, implementation, and satisfaction with the transition process |h [electronic resource].

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|a Miami, Fla. : |b Barry University, |c 2009.

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|a viii, 135 leaves ; |c 28 cm

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|a Barry University Dissertations -- School of Education.

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|a Thesis (Ph.D.)--Barry University, 2009.

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|a Includes bibliographical references (leaves 95-127).

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|a Copyright Sandra L. Tilton. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

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|a This study employed a correlational research design to investigate the association among teachers’ sense of self-efficacy and their levels of knowledge, involvement, implementation, and satisfaction with the transition process. The information was obtained from two surveys, the Teachers’ Sense of Efficacy Scale (Long Form) and The Transition Competencies Survey. Participants included 66 teachers of students with disabilities and general education teachers. The sample included high school teachers (grades 9-12) from seven schools in one county in Southeast Florida. Correlational analyses indicated that there was a significant positive correlation between the number of college classes taken about transition and level of knowledge about transition, level of implementation of transition components, and self-efficacy. There was also a significant positive correlation between in-service hours on transition and level of knowledge of transition. Other results indicated a positive correlation between in-service hours on transition and level of involvement in planning transition; a positive correlation between the number of conferences concerning transition and knowledge of transition as well as teachers’ self-efficacy; and a positive correlation between self-efficacy and knowledge. A low positive relationship between self-efficacy and level of involvement in transition planning was found. A multivariate Analysis of Variance (MANOVA) was conducted to examine whether differences existed in teachers’ knowledge about transition, involvement, implementation, and self-efficacy, by type of teacher. Level of knowledge about transition differed significantly between special and general education teachers, special education teachers were significantly more involved than general education teachers in transition planning, the relationship between having a sense of self-efficacy and type of teacher (special or general) was significant, and special education teachers had significantly higher scores in their self-efficacy than general education teachers. However, the effect sizes for all the F tests were low.

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|a Individuals with Disabilities Education Act.

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|a Barry University Archives and Special Collections.

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|a Special education teachers.

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|a Students with disabilities.

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|a Individualized education programs.

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|a Special education teachers |x Training of.

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|a Academic theses.

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|a Barry University Digital Collections.

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|a Theses and Dissertations.

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|a BUDC |c Theses and Dissertations

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|u http://sobekcmsrv.barrynet.barry.edu/AA00001391/00001 |y Click here for full text

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|a https:/budc.barry.edu/content/AA/00/00/13/91/00001/LC3965_T55 2009_TiltonSandrathm.jpg

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|a Theses and Dissertations