ERIC Number: EJ1414750
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-4266
EISSN: EISSN-1538-4799
Professional Development: Improving Teachers' Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders
Journal of Emotional and Behavioral Disorders, v32 n1 p14-23 2024
Teachers should possess adequate knowledge of emotional and behavioral disorders (EBDs) to effectively meet the unique needs of students with EBDs. This study explored the implementation and outcomes of a professional development training program on EBDs. In addition, the study examined outcomes concerning the knowledge of in-service teachers about EBDs and their self-efficacy in working with students with EBDs. This study recruited 81 general education teachers from two Saudi Arabia elementary schools, assigned under the intervention or waitlist control groups. Measures of knowledge and self-efficacy in EBDs were obtained at baseline, immediately after training, and at 5 weeks follow-up. The results demonstrated that teacher knowledge and self-efficacy in working with students with EBDs significantly improved as a result of the training program. In addition, the study observed that teacher efficacy was significantly correlated with their knowledge of EBDs. Improving teacher knowledge and self-efficacy through professional development training will mainly increase their ability and willingness to teach students with EBDs successfully in an inclusive learning environment.
Descriptors: Faculty Development, Behavior Disorders, Emotional Disturbances, Pedagogical Content Knowledge, Self Efficacy, Measures (Individuals), Student Needs, Correlation, Elementary School Teachers, Intervention, Comparative Analysis, Teacher Student Relationship, Foreign Countries, Inclusion
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A