| The purpose of this study is to describe the current teaching self-efficacy beliefs of Ohio teachers of students with visual impairments. Factors including perceived administrative support, caseload size, place, years of experience, and degree attainment were examined. This study examined the teaching self-efficacy of 41 certified Teachers of Students with Visual Impairments (TVI's) teaching in Ohio. The mean overall Teacher Self-Efficacy Score (TSS) score was 5.20 (SD .94). When looking at the sub-scales independently, two of the seven sub-scales are slightly negative: Instructional Self-Efficacy (M = 4.95, SD = . 96) and Efficacy to Enlist Community Involvement (M = 4.17, SD = 1.65). The mean scores for the remaining five sub-scales are (in order from lowest to highest scores): Efficacy to Influence in Decision-Making (M = 5.44, SD = 1.62), Efficacy to Enlist Parent Involvement (M = 5.42, SD = 1.37), Efficacy to Create a Positive School Climate (M = 5.49, SD = 1.28), Disciplinary Self-Efficacy (M = 5.81, SD = 1.65), and Efficacy Influence in School Resources (M = 5.81, SD = 1.65). There was a significant interaction effect of caseload size on overall teacher self-efficacy scores. The efficacy scores of teachers with small caseloads and teachers with large caseloads were both higher than those of teachers with medium caseloads. Post-hoc revealed that the only significant interaction was between the medium and large groups. Interestingly teachers in the largest caseload size reported the highest level of efficacy. |
