Affiliation:
1. University of Groningen
Abstract
Relationships were explored between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education. Participants were 230 Dutch primary teachers. Teacher self-efficacy proved to be a significant predictor of both problem ratings and referral chances in a MANCOVA design. Pupil problem type (learning, behavioral, or both) also had a significant effect on both dependent variables. Implications for further research are discussed.
Cited by
118 articles.
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