The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs

Most agriculture teachers do not feel competent when working with students with special needs (Elbert & Baggett, 2003). The purpose of this study was to examine and explain the variance in the self-perceived success of beginning agriculture teachers in North Carolina in working with students with special needs. A modified version of Working with Diverse Students: The General Educator's Perspective (Brownell & Pajares, 1999) was used to measure the teacher efficacy and self-perceived success of 70 beginning agriculture teachers in working with students with special needs. Teacher efficacy was found to be a major factor accounting for the variance in the self-perceived success in working with students with special needs. Other factors contributing to the variance in self-perceived success included pre-service preparation, in-service participation, and general support received from administrators.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Agricultural education (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2006

Author dc:creator

• Ross, Amanda L.

Advisor dc:contributor.advisor

• Garton, Bryan L.

Language dc:language.iso

eng, English

Handle dc:identifier.uri

http://hdl.handle.net/10355/4559

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/4559