Self-efficacy Issues Through Curriculum for Teachers of Students Labeled With Emotional and Behavioral Disorders
Date of Award
Open Access Thesis
Master of Arts in Education (MAE)
Teachers have the responsibility of providing appropriate education through curriculum content and instructional practices regardless of student population. Teachers cannot tackle this huge task without the necessary components, such as curriculum that is appropriate, engaging, challenging, interesting, culfurally responsive and differentiated. Curriculum availability and quality are essential for program, school, or district-wide achievement and student participation. They are also critical for students to engage in the learning process, Therefore, there is little doubt that teachers need some form of curriculum to do their job well. Through qualitative methods using narrative and descriptive approaches, this sfudy investigates special education teacher self-efficacy as it relates to the availability and degree of quality of their curriculum. Furthermore, the research depicts the self-efficacy attitudes developed by teachers of students labeled with Emotional and Behavioral Disorders (EBD) in Federal Setting IV schools due to specific curriculum practices at their particular schools. This research provides perspectives about curriculum's effectiveness or ineffectiveness within instirutional structures as well as administrative polices that revolve around it. In addition, it demonstrates how those responsible for designating curriculum are falling short in providing adequate resources to special education teachers.
Regalado, Eduardo Adolfo, "Self-efficacy Issues Through Curriculum for Teachers of Students Labeled With Emotional and Behavioral Disorders" (2012). Theses and Graduate Projects. 1169.