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

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