Teacher Efficacy and Student Problem as Factors in Special Education Referral

Leslie C. Soodak · David M. Podell

377 citations0/0 files storedThe Journal of Special Education

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Behavioral and Psychological Studies Teacher Education and Leadership Studies Collaborative Teaching and Inclusion

Abstract

We investigated the influence of teacher efficacy and student problem type on teachers' placement and referral decisions. Regular and special educators ( N= 192) were randomly assigned a case study describing a student having a learning and/or behavior problem and asked to judge (a) whether the student was appropriately placed in regular education and (b) whether they would refer this student to special education. Analysis of an efficacy scale yielded two factors: personal efficacy and teaching efficacy. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both dimensions of efficacy. Regular educators higher in personal efficacy were more likely to agree with regular education placement than those with lower personal efficacy. In addition, students with combined learning and behavior problems were found to be the most susceptible to referral. This study suggests that teachers' sense of efficacy underlies their placement decisions.

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References

1977Self-efficacy: Toward a unifying theory of behavioral change.1977Self-efficacy: Toward a unifying theory of behavioral change.1982Self-efficacy mechanism in human agency.1966The Scree Test For The Number Of Factors 1986Handbook of research on teaching 1983Human Inference: Strategies and Shortcomings of Social Judgment.1984Teacher efficacy: A construct validation.1981Human Inference: Strategies and Shortcomings of Social Judgment.

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