Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618225
Title: Exploring teacher efficacy and inclusive views
Author: Wooton, Sarah-Jane
ISNI:       0000 0004 5353 6685
Awarding Body: University of Newcastle Upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2014
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Abstract:
A systematic literature review carried out to update previous reviews found a positive relationship between self reported efficacy beliefs of teachers and their inclusive views. Results also reported the orientation of the perceived disability (e.g. whether behavioural or physical) to correlate with teachers’ self efficacy beliefs A middle chapter bridges the systematic literature review and the empirical research. This bridging document provides a political context for the thesis and explores the researcher’s interest in the research area The document explains that the researcher’s ontological and epistemological constructivist stance influenced the design of the study and the research questions asked. The influence of certain psychological theories is acknowledged and detailed. Other considerations discussed include ethics and reasons for rejecting alternative data analysis methods. The empirical study aimed to explore the correlation identified in the systematic literature review between self-efficacy beliefs of teachers and their inclusive views. The study also aimed to identify what teachers say about how their efficacy beliefs might be developed or what prevents such development. The study utilised 7 staff members from provision that supports Key Stage 3 and 4 pupils identified with social, emotional and behavioural needs (EBD). Staff were interviewed using a semi structured guide and data was analysed using data driven thematic analysis. Results indicated a complex causal relationship between teacher efficacy and inclusive views. A number of discourses relevant to enhancing and diminishing teacher self efficacy beliefs, such as relationships and the EBD label, were identified. The study illuminated the possible benefit of revisiting social cognitive theory to update its relevance to the role of teaching in today’s world.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.618225  DOI: Not available
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