The Construction and Initial Validation of the Student Teachers’ Efficacy Scale for Teaching Students With Disabilities

Dake Zhang, Qiu Wang, Joanna Stegall, Mickey Losinki, Antonis Katsiyannis

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Although there have been numerous instruments for assessing teacher efficacy in teaching general education students, there is a need to develop and validate an instrument that specifically assesses teachers’ efficacy in teaching students with disabilities. This study constructed and evaluated the psychometric properties of the Student Teachers’ Efficacy in Teaching Students With Disabilities (STETSD). Exploratory and confirmatory factor analyses with independent samples from two sites were conducted. A four-factor model best fit the data. A moderate positive correlation was found between the STETSD and an existing resource teacher efficacy survey; the STETSD also significantly predicted the student teachers’ intentions to pursue a career in teaching students with disabilities. Implications for practice are discussed regarding the assessment of teacher efficacy in specific subjects, the use of the STETSD, and STETSD’s cross-validation with in-service teachers.

Original languageEnglish (US)
Pages (from-to)39-52
Number of pages14
JournalRemedial and Special Education
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2018

Keywords

  • career
  • education
  • personnel preparation
  • preparation
  • teacher efficacy
  • teacher(s)

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Fingerprint Dive into the research topics of 'The Construction and Initial Validation of the Student Teachers’ Efficacy Scale for Teaching Students With Disabilities'. Together they form a unique fingerprint.

  • Cite this