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Teacher Self-efficacy for Students With Special Needs in the Early Childhood Classroom Setting : = A Qualitative, Descriptive Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Self-efficacy for Students With Special Needs in the Early Childhood Classroom Setting :/
Reminder of title:	A Qualitative, Descriptive Study.
Author:	Cesar, Ruth Auguste.
Description:	1 online resource (242 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379956998

Teacher Self-efficacy for Students With Special Needs in the Early Childhood Classroom Setting : = A Qualitative, Descriptive Study.
Cesar, Ruth Auguste.

Teacher Self-efficacy for Students With Special Needs in the Early Childhood Classroom Setting :A Qualitative, Descriptive Study. - 1 online resource (242 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Teacher self-efficacy is a teacher's belief in their ability to handle tasks related to their professional activity. However, recent studies regarding teacher self-efficacy have provided minimal information on child-specific self-efficacy. The problem addressed in this study was that preschool teachers lack child-specific self-efficacy to meet the needs of children with special needs in the preschool classroom. The purpose of this study was to explore how teachers describe their self-efficacy in meeting the academic needs of individual children with special needs in the early childhood classroom setting. The guiding theoretical framework of this study was based on Bandura's self-efficacy theory. Three research questions guided this study. The first research question asked how do general education teachers describe their child-specific self-efficacy in teaching individual children with special needs in the early childhood setting. The second research question was what are preschool teachers' perceptions regarding how their child-specific self-efficacy influences the academic achievement of students with special needs in the early childhood classroom. The third research question was what are preschool teachers' perceptions are regarding how child-specific self-efficacy influences the social and emotional development of students with special needs in the early childhood classroom. Braun and Clarke's six steps of thematic analysis were used to analyze the data. Nine themes emerged from the data. Recommendations for practice included creating professional learning communities where teachers could discuss different strategies that would assist them in meeting the needs of individual students with special needs in the early childhood setting. Recommendations for future research included finding different ways in which child-specific self-efficacy can be evaluated and assessed in the early childhood classroom and sampling employers from other regions outside of the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379956998Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Self-efficacyIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Self-efficacy for Students With Special Needs in the Early Childhood Classroom Setting : = A Qualitative, Descriptive Study.
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