Date of Thesis
2010
Description
The purpose of the present study is to investigate how teachers feel about their abilities to educate students with special needs, how their degree of teacher self-efficacy compares to intended courses of action, if teachers develop learned helplessness over time, if there is a relationship between low teacher efficacy and high learned helplessness, and if teacher self-efficacy and learned helplessness differ by gender, educational level, years of teaching experiences, and grade level taught.
Keywords
Teacher Efficacy, Learned Helplessness, Students with Disabilities, Inclusion, Response to Intervention, disabilities in college students
Access Type
Masters Thesis (Bucknell Access Only)
Degree Type
Master of Science in Education
Major
Education - college student personnel
First Advisor
Candice Rose Stefanou
Recommended Citation
Gotshall, Christine Denise, "Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom" (2010). Master’s Theses. 61.
https://digitalcommons.bucknell.edu/masters_theses/61