Date of Thesis

2010

Thesis Type

Masters Thesis (Bucknell Access Only)

Degree Type

Master of Science in Education

Major

Education - college student personnel

First Advisor

Candice Rose Stefanou

Keywords

Teacher Efficacy, Learned Helplessness, Students with Disabilities, Inclusion, Response to Intervention, disabilities in college students

Abstract

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.

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