Research Article

Journal Article Details

Citation:
Bruno, L.P., Scott, L.A., & Thoma, C.A. (2021). Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices. Journal of Vocational Rehabilitation, 55 (2), 157-168.
Title:
Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices
Authors:
Bruno, L.P., Scott, L.A., & Thoma, C.A.
Year:
2021
Journal/Publication: 
Journal of Vocational Rehabilitation
Publisher:
IOS Press
DOI:
Full text:
Peer-reviewed?
Yes
NIDILRR-funded? 
Yes

Structured abstract:

Background:
Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs.
Purpose:
The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities.
Data collection & analysis:
A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed.
Findings:
The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported.
Conclusions:
After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.
Disabilities served:
Multiple disabilities
Interventions:
On-the-job training and support
Training and technical assistance
Transition services
Outreach and orientation