The Effect of Organizational Structure on Perceived Teaching Efficacy in Classrooms for Students with Emotional and Behavioral Disorders

Author

Trisha Barker, Longwood University

Date of Award

4-22-1996

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Ruth L. Meese, Ph.D.

Second Advisor

Rachel Mathews, Ed.D.

Third Advisor

Peggy L. Tarpley, Ph.D.

Abstract

A survey research design was used to examine the relationship between organizational structure and personal and teaching efficacy. Subjects were drawn from a randomly selected 15% of the teachers of students with Emotional/Behavioral Disorders (E/BD) in the state of Virginia . A researcher constructed questionnaire was used to gather data on the attitudes of organizational structure, and an instrument developed by DiBella-McCarthy, McDaniel and Miller (1995) was used to determine high and low teaching and personal efficacy. Fifty-three percent of the questionnaires were returned and analyzed with independent sample t-tests and a one-way Analysis of Variance. An independent sample t-test comparing organizational structure and teaching efficacy was found to be significant (t=-2 .31, df= 63) at the .05 level. Further research is recommended to explore relationships between isolation and interaction of special educators with other teachers in the school.

Comments

You can find a bound copy in Greenwood Library. It can be foundhere.

Recommended Citation

Barker, Trisha, "The Effect of Organizational Structure on Perceived Teaching Efficacy in Classrooms for Students with Emotional and Behavioral Disorders" (1996). Theses & Honors Papers. 246.
https://digitalcommons.longwood.edu/etd/246