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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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St. Paul's/Hollywood Library
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Miss Jane's Building (Edisto Library Temporary Location)
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What Factors Contribute to Self-Efficacy
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- Author(s): Straus, Hildy; Bondie, Rhonda
- Language:
English- Source:
Journal of the American Academy of Special Education Professionals. Fall 2015:21-35.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: [email protected]; Web site: http://www.aasep.org
- Peer Reviewed: Y
- Source: 15
- Education Level: Elementary Secondary Education
- Subject Terms: Self Efficacy; Performance Factors; Paraprofessional School Personnel; Severity (of Disability); Statistical Analysis; Questionnaires; Public Schools; Predictor Variables; Predictive Validity; Likert Scales; Organizational Culture; Organizational Climate; Individual Characteristics; Job Satisfaction; Institutional Characteristics; Regression (Statistics)
- Subject Terms:
- ISSN: 2325-7466
- Abstract: This study examined the self-efficacy of paraeducators serving students with moderate to severe disabilities in a specialized public school. Quantitative methods explored the relationship among paraeducator self-efficacy, personal factors (including work experience, age level of teaching assignment, and disability served), and organizational factors (including role of paraeducator, collaboration, professional development, job satisfaction, and supervision). Seventy-five paraeducators working in a suburban public school responded to the Paraeducator Perceived Self-Efficacy Scale and the Paraeducator Descriptive Questionnaire. Findings indicated that overall, personal or organizational factors were not predictors of self-efficacy. However, the organizational factor of job satisfaction was a significant predictor of self-efficacy, suggesting that paraeducators should be encouraged to express their wants and needs. Additionally, strong relationships were present between supervision and role definition and also between job satisfaction and collaboration.
- Abstract: As Provided
- Publication Date: 2015
- Accession Number: EJ1134254
- Availability:
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