Self-Efficacy as a Determinant of Career Maturity in Urban and Rural High School Seniors

1997 ◽  
Vol 5 (3) ◽  
pp. 305-315 ◽  
Author(s):  
Shawn Anderson ◽  
Chris Brown
2021 ◽  
Vol 42 (1) ◽  
pp. 20-31
Author(s):  
Tori Colson ◽  
Yajuan Xiang ◽  
Moriah Smothers

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.


2015 ◽  
Vol 46 (6) ◽  
pp. 351-356 ◽  
Author(s):  
Brian Hortz ◽  
R. Lingyak Petosa ◽  
Melissa L. Grim ◽  
Emily Stevens

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