Date of Award
Master of Science
Peggy L. Tarpley, Ph.D.
Ruth L. Meese, Ph.D.
Stephen C. Keith, Ed.D
The purpose of this study was to determine (a) whether participation in graduate level coursework increased the self-efficacy of provisionally licensed special education teachers, (b) whether participation in graduate level coursework increased the self-efficacy of general education teachers and, (c) if there was a difference between the self-efficacy beliefs of the two groups of teachers. A total of twenty-three provisionally licensed special education and general education teachers in rural Virginia responded to both a pre and post questionnaire consisting of 30 items designed to assist the teacher in assessing his/her self-efficacy beliefs. The working hypothesis was that the provisionally licensed special education teachers would have greater gains in teaching and personal teaching efficacy than the general education teachers.
Significant mean gains were seen from pretest to posttest in foe areas of teaching and personal efficacy. Results showed that the general education and provisional special education teachers experienced positive gains in the domains of teaching efficacy and personal efficacy; however, a t-test indicated there was no significant statistical difference between the groups. The researcher was also interested in the effects of peer coaching on the self-efficacy development of teachers; however, limited data regarding peer-coaching and self-efficacy indicated that there was no significant differences between those participating in peer-coaching and those not participating in peer coaching.
McGinley, Amy Corvello, "Participation in Graduate Level Coursework and Self-Efficacy Development of Provisionally Licensed Special Education Teachers" (2001). Theses & Honors Papers. 169.