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Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment
ARTICLE

, School of Education, United States ; , The Crane Center for Early Childhood Research and Policy, United States ; , Department of Audiology, Speech-Language Pathology and Deaf Studies, United States ; , The Crane Center for Early Childhood Research and Policy, United States

TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and literacy gains of children with language impairment (LI; n = 108), as well as the extent to which classroom quality moderated the relations between teacher self-efficacy and children's language and literacy gains. Overall, ECSE teachers received high ratings for their self-efficacy. Lower levels of ECSE teachers' self-efficacy were associated with greater gains in children's language and literacy when children with LI were in classroom with a higher instructional support.

Citation

Guo, Y., Dynia, J.M., Pelatti, C.Y. & Justice, L.M. (2014). Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment. Teaching and Teacher Education: An International Journal of Research and Studies, 39(1), 12-21. Elsevier Ltd. Retrieved July 22, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.11.005

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