Date of Submission
2018
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP
Abstract
Teachers face unique challenges when teaching children who have individualized education plans (IEPs) and/or 504 plans, including managing problematic behaviors and knowing about the symptoms and accommodations necessary when children present with health conditions. The factors that predict teachers’ self-efficacy when working with these children have not been established. This was a quantitative retrospective design utilizing a survey of teachers’ past experiences teaching children with IEP’s and/or 504 plans. K-8 elementary school teachers were surveyed using the Teacher Self-Efficacy Scale for Children with IEP/504 Plans (2017), which was developed by the authors and was adapted from a previous measure, the Teachers’ Sense of Efficacy Scale (TshannenMoran & Woolfolk Hoy, 2001). In total, 179 participants began and 134 completed the survey. Results of the study indicated that perceived knowledge of the condition, perceived ability to engage students in schoolwork and vary instructional methods, perceived ability to manage classroom behavior, and perceived ability to manage emotional responses significantly predicted teacher self-efficacy when working with children with IEPs and/or 504 plans. Years of teaching was not a significant predictor variable.
Recommended Citation
Allen, Rachel, "Instructing Students with Pediatric and Mental Health Conditions: Predictors of Teachers’ Self-efficacy" (2018). PCOM Psychology Dissertations. 482.
https://digitalcommons.pcom.edu/psychology_dissertations/482