Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

Laron A. Scott*
Department of Special Education and Disability Policy, Virginia Commonwealth University
Periodicity:November - January'2012
DOI : https://doi.org/10.26634/jpsy.5.3.1655

Abstract

Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers’ perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special education teachers’ self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research question addressed the relationship between a high school special education teacher’s support from administration, and the level of the teacher’s self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). A two-sample t test, was performed on the participant’s responses. The results showed that special education teachers’ support from administration was statistically significantly correlated with their levels of self-efficacy. This study had significant implications for social change by suggesting that a higher level of teacher self-efficacy may lead to an increase in preparing students who are self-determined advocates involved in leading their IEP meetings.

Keywords

student-led IEP, student-directed IEP, self-efficacy, special education teacher self-efficacy, correlation research, self-determination, administrator support.

How to Cite this Article?

Laron A. Scott (2012). Teacher Self-Efficacy With Teaching Students To Lead Iep Meetings: A Correlation Study On Administrator Support. i-manager’s Journal on Educational Psychology, 5(3), 9-20. https://doi.org/10.26634/jpsy.5.3.1655

References

[1]. Aczel, A. D. (1996). Complete Business Statistics (3rd ed.). Boston: Irwin/McGraw-Hill.
[2]. Agran, M., & Hughes, C. (2008). Asking student input: Students' opinions regarding their individualized education program involvement. Career Development for Exceptional Individuals, 31 (2), 69-76.
[3]. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
[4]. Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 24 (2), 148-165.
[5]. Arndt, S., Konrad, M., & Test, D. (2006). Effects of the self-directed IEP on student participation in planning and meetings. Remedial and Special Education, 27, 194- 207.
[6]. Askvig, B. (2003). Best practice update: Student led IEPs. Educational Journal, 21, 1-5.
[7]. Bandura, A. (1977). Social learning theory. New York, NY: General Learning Press.
[8]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
[9]. Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND Corporation.
[10]. Boe, E., Bobbitt, S., Cook, L., Barkanie, G., & Masilin, G. (1999). Turnover in eight cognate areas: National trends and predicators. Philadelphia, PA: University of Pennsylvania, Graduate School Education, Center for Research and Evaluation in Social Policy.
[11]. Brandon, D., Bates, B., & Miner, C. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a selfdirected IEP versus an external-directed IEP meeting. Research in Developmental Disabilities, 30 (4), 755-762.
[12]. Caskey, M., Santoli, S., & McClurg, S. (2008). A successful formula for middle school inclusion: Collaboration, time, and administrative support. Research in Middle Level Education, 32, 1-13.
[13]. Chacón, T. C. (2005). Teachers' perceived efficacy among English as a foreign Language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, No.3, 257-272.
[14]. Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
[15]. Creswell. J.W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. London: Sage. 2nd ed.
[16]. Dantzker, M., & Hunter, R. (2006). Research methods for criminology and criminal justice: A primer (2nd Ed.). Sudbury, MA: Jones and Bartlett, pp. xvii, 237.
[17]. Eisenmen, L., Chamberlain, M., & McGahee-Kovac, M. (2005). A teacher inquiry group on student-led IEPs: Starting small to make a difference. Teacher Education and Special Education, 28,195-206.
[18]. Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL EJ, 11 (4), 1-19.
[19]. Fieldler, C. R., & Donneker, J. E. (2007). Selfadvocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.
[20]. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76 (4), 5699-582.
[21]. Gil, L. (2007). Bridging the transition gap from high school to college: Preparing students with disabilities for a successful post-secondary experience. Council for Exceptional Children, 40, 12-15.
[22]. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
[23]. Hawbecker, B. (2007). Student-led IEP meetings: Planning and implementation strategies. Teaching Exceptional Children Plus, 3 (5), 1-19.
[24]. Hintze, J. (2008). PASS 2008 software. Kaysville, UT: NCSS, LLC. Retrieved from www.ncss.com Individuals with Disabilities Education Improvement Act. (2004). Public Law 108-446 (20 U.S.C. 1400 et seq.).
[24a]. Karvonen, M., Test, D., Wood, W., Browder, D., & Algozzine, B. (2004). Council for Exceptional Children, 71 (1), 23-41.
[25]. Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Prentice Hall.
[26]. Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.). Upper Saddle River, NJ: Prentice Hall.
[27]. Maigo, C., & Mei-yan, L. (2010). The study of teachers' task values and self-efficacy on their commitment and effectiveness for technologyinstruction integration.US-China Education Review, 7, 1- 11.
[28]. Mason, C., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meeting. Council for Exceptional Children, 18-24.
[29]. Martin, J. E., Marshall, L. H., Maxson, L. M., & Jerman, P. L. (1996). The self-directed IEP. Longmont, CO: Sopris West.
[30]. Martin, J., Van Dycke, J., Greene, B., Gardner, J., Christensen, W., Woods, L., & Lovett, D. (2006). Direct obser vation of teacher-directed IEP meetings:Establishing the need for student IEP meeting instruction. Council for Exceptional Children, 72, 187-200.
[31]. McClurg, P. (2008). Professional development: Teachers use of GIS to enhance student learning. Journal of Geography, 106(2), 79 –87.
[32]. McLaurin, S., Smith, W., & Smillie, A. (2009). Teacher retention: Problems and solutions (ERIC Document Reproduction No.ED507446).
[33]. Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self-and taskrelated beliefs in mathematics during the transition to junior high school. APA, 81(2), 247-258. PASW (previously SPSS) software: PASW 18.0, SPSS Inc., Chicago, IL http://www.spss.com/statistics/18/.
[34]. Paneque, O. M., & Barbetta, P. M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30, 171-193.
[35]. Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J. E. (2002). Successful strategies for promoting self-advocacy among students with LD: The Lead group. Intervention in School and Clinic, 37, 209-216.
[36]. Rosenholtz, S. (1999). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal, 89, 421-439.
[37]. Schwarzer, R., & Daytner, G.T. (1999). The teacher self-efficacy scale [On-line publication]. Available at: http://www.fu-berlin.de/gesund/skalen/t_se.htm.
[38]. Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology: Health and Well-Being.
[39]. Schwarzer, R., & Schmitz, G. S. (2005). Perceived selfefficacy and teacher burnout: A longitudinal study in ten schools (Research paper, Freie Universitat Berlin, Germany).
[40]. Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
[41]. Test, D. W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391–412.
[42]. Torgeson, C, Colleen, W., Miner, C., & Shen, H. (2006). Developing student competence in self-directed IEPs (Individualized Education Programs). Intervention in School & Clinic.
[43]. Valenzuela, R. L., & Martin, J. E. (2005). The Self- Directed IEP: Bridging values of diverse cultures and secondar y education. Career Development for Exceptional Individuals, 28, 4–14.
[44]. Van Dycke, J. L. (2005). Determining the impact of the self-directed IEP instruction on secondary IEP documents (Unpublished doctoral dissertation, University of Oklahoma, Norman).
[45]. Van Dycke, J., Martin, J., Lovett, D. (2006). Why is this cake on fire? Inviting students into the IEP process. Council for Exceptional Children, 72, 42-47.
[45a]. Weidenthal, C., & Kochhar-Bryant, C. (2007). An investigation of transition practices for middle school youth. Career Development for Exceptional Individuals, 30, 147-158.
[46]. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–91.
[47]. Woolfolk, A. E., R.soff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.
[48]. Wolters, C., & Daugherty, S. (2007). Goal structures and teachers' sense of efficacy: Their relation and their association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.