TY - JOUR
T1 - Early intervention practitioners' self-efficacy
T2 - A measure and its applications
AU - Lamorey, Suzanne
AU - Wilcox, Martha
N1 - Funding Information:
This study was supported by a grant from the U.S. Department of Education, Award Number R305T000049GR. Official endorsement of statements expressed in this article has not been granted by the U.S. Department of Education nor should it be inferred. We express our deep appreciation to the following colleagues and students who assisted in recruitment as well as data coding: Amy Guimond, Ibrahim Diken, Elizabeth Harris, and Dawn Cosgrove Greer. We also acknowledge the generosity of families and providers who participated in this study.
PY - 2005
Y1 - 2005
N2 - Teacher efficacy is linked to student achievement and classroom practices in general and special education, but has not been explored in early intervention (EI). Based upon the work of Gibson and Dembo [Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A contrast validation. Journal of Educational Psychology, 76(4) 569-582], a 15-item early interventionist self-efficacy scale (EISES) was developed for use in understanding child and program outcomes, as well as for use in evaluating interventionist training and practices. Analysis of the internal consistency reliability of the scale was adequate. Factor analysis indicated a personal self-efficacy component (internal consistency reliability was good) and a general self-efficacy component (internal consistency reliability was poor). This two-component solution explained 41% of the variance. Further analysis revealed a significant positive correlation between EI practitioners' overall self-efficacy with years of intervention experience. There was also a significant positive correlation between personal self-efficacy and years of experience in early intervention. Implications for the application of the EISES are discussed in terms of the relationships between provider beliefs, implementation of practices, child and family outcomes, as well as effective components of early intervention personnel preparation programs.
AB - Teacher efficacy is linked to student achievement and classroom practices in general and special education, but has not been explored in early intervention (EI). Based upon the work of Gibson and Dembo [Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A contrast validation. Journal of Educational Psychology, 76(4) 569-582], a 15-item early interventionist self-efficacy scale (EISES) was developed for use in understanding child and program outcomes, as well as for use in evaluating interventionist training and practices. Analysis of the internal consistency reliability of the scale was adequate. Factor analysis indicated a personal self-efficacy component (internal consistency reliability was good) and a general self-efficacy component (internal consistency reliability was poor). This two-component solution explained 41% of the variance. Further analysis revealed a significant positive correlation between EI practitioners' overall self-efficacy with years of intervention experience. There was also a significant positive correlation between personal self-efficacy and years of experience in early intervention. Implications for the application of the EISES are discussed in terms of the relationships between provider beliefs, implementation of practices, child and family outcomes, as well as effective components of early intervention personnel preparation programs.
KW - Self-efficacy
KW - Student achievement
KW - Teaching behaviors
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U2 - 10.1016/j.ecresq.2005.01.003
DO - 10.1016/j.ecresq.2005.01.003
M3 - Article
AN - SCOPUS:14844349736
SN - 0885-2006
VL - 20
SP - 69
EP - 84
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -