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A CORRELATIONAL STUDY OF THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY AND ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN LOW-INCOME SCHOOLS

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dc.contributor.author Cheetham-West, Alyssa
dc.date.accessioned 2022-06-22T18:48:51Z
dc.date.available 2022-06-22T18:48:51Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/258
dc.description.abstract This quantitative study aimed to describe the impact elementary classroom teacher self-efficacy has on students with disabilities achievement. The study took place in an urban elementary school in the Southern Region of the United States. The researcher examined the beliefs of general education teachers in grades K-5 regarding their self-efficacy. Descriptive statistics were conducted to determine the teachers' self-efficacy levels related to teaching students with specific learning disabilities data. The researcher reported individual raw scores and composite scores on the Teacher Efficacy for Inclusion Scale to assess teachers' self-efficacy level who teach students with specific learning disabilities. A Pearson r correlation research design was used to determine the relationship between teachers' self-efficacy and the achievement of students with disabilities on the Measure of Academic Progress (MAP) Assessment. The researcher found no correlation between the Teacher Efficacy for Inclusion Scale and students with disabilities Measure of Academic Progress (MAP) score. The researcher did not find significant differences based on the teacher's years of experience, grade level taught, teaching certificate, or school. The mean percentile scores for all school achievement on the reading and math MAP assessment were in the low percentile range despite their high teacher self-efficacy survey scores on the Teacher Efficacy for Inclusion Survey. The results show campuses must have high expectations for all students, including students with a disability, to ensure academic growth and gains. Administrators, teachers, and staff must work together collaboratively to ensure the success of their students with disabilities.
dc.title A CORRELATIONAL STUDY OF THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY AND ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN LOW-INCOME SCHOOLS
dc.date.updated 2022-04-26T19:07:38Z
dc.language.rfc3066 en


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