Providing Early Intervention at Schools for the Blind: Individual Factors Relating to Teacher Self-Effıcacy

NARA Risa, AIBA Daisuke, KOBAYASHI Hideyuki

doi:10.6033/tokkyou.57.105

<p>The present research investigated individual factors that may impact self-efficacy in teachers who provide consultation services in early intervention at schools for children who are blind. Individual questionnaires were distributed by mail to 65 such schools. Teachers at 58 schools completed all items which resulted in 335 valid questionnaires (70.68% response rate). The results from the principal component analysis indicated homogeneity with a principal component loading of at least 0.59; Cronbach's α reliability coeffıcient indicated internal consistency with a value of at least 0.88, allowing creation of subscales consisting of 7 consultation topics. Categorical multiple regression analysis indicated that the following personal factors impacted all subscales: (a) the total number of years a teacher had worked at schools for children who are blind, (b) whether a teacher possessed a special educational teaching license for children with visual impairments (no < yes), and (c) whether a teacher had experience providing consultation (no < yes). In addition, visual, medical, and psychological scales were affected by gender (female < male), and parenting scale, developmental scale, school readiness scale, support scale, and psychological scales were all affected by whether a teacher held a kindergarten license (no < yes). However, the total number of years teaching, affiliated school group (preschool elementary, junior high or high school) and if the school had a preschool program did not have any impact on the results.</p>

Providing Early Intervention at Schools for the Blind: Individual Factors Relating to Teacher Self-Effıcacy

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