Abstract
The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that measured four factors. Findings revealed a main effect for years of preservice education and for major of the academic degree. The main effect for years of preservice education was found only for efficacy for social relations. The main effect for degree major revealed that special education majors had significantly higher scores than regular education majors, on all four factors. A significant main effect for experience and major was also found. Students with much and some experience had significantly higher scores than students with no experience on two factors. Intensity of training was associated with self-efficacy. Students with much and some training had significantly higher scores than students with no training on all four factors. Implications for research and practice are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 241-255 |
| Number of pages | 15 |
| Journal | International Journal of Disability, Development and Education |
| Volume | 58 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2011 |
Bibliographical note
Funding Information:The study was funded by MOFET Institute, Ministry of Education, Israel. The authors would like to thank MOFET for their funding and also thank the Evaluation and Research Centre at Beit Berl College for their assistance in the statistical analysis. The authors would like to thank the Editor for assistance with editing this article.
Funding
The study was funded by MOFET Institute, Ministry of Education, Israel. The authors would like to thank MOFET for their funding and also thank the Evaluation and Research Centre at Beit Berl College for their assistance in the statistical analysis. The authors would like to thank the Editor for assistance with editing this article.
| Funders | Funder number |
|---|---|
| MOFET Institute | |
| Ministry of Education, Israel |
Keywords
- Experience with disabilities
- Inclusion
- Preservice education
- Preservice teachers
- Self-efficacy
- Special education
