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Dissertations / Theses on the topic 'Education and training needs'

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Published: 10 December 2022
Last updated: 19 February 2023

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1

Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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2

Zhang, Hao. "Human systems integration: training and education needs analysis." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Zhang_09007dcc80534b76.pdf.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 28, 2008) Includes bibliographical references (p. 89-92).
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3

Jeffree, Pauline. "The education and training needs of practice nurses." Thesis, University of Surrey, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336545.

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4

Blatter, Patricia Joy. "Early childhood educators' perceptions regarding training needs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.

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5

Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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6

Preston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.

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Purpose: The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices.

Methodology: The mixed methods study primarily involved collecting and analyzing qualitative and quantitative data through on-line surveys of paraprofessionals, special education teachers, and school principals. Phenomenology and grounded theory elements served as the descriptive study’s theoretical foundations. A policy Delphi method used an expert panel that represented a diverse group of public school districts in Riverside County, California.

Findings: Analysis of data revealed the 12 most challenging student behavior types, including eight most frequently occurring student behaviors in the k-12 school setting. Key topics and effective professional development delivery methods for special education paraprofessionals in the area of managing challenging behaviors were identified.

Conclusions: As a result of the study and review of prior research, an outline of suggested professional development activities was developed. Effective training delivery methods involving the principles of andragogy were also identified.

Recommendations: Schools and districts must (1) include paraprofessionals’, teachers’, and principals’ input when developing professional development activities for special education paraprofessionals; (2) focus the behavioral training for paraprofessionals on the most challenging and frequently occurring student behaviors in the k-12 school setting; (3) apply principles of andragogy when providing professional development to paraprofessionals; (4) make a shift from one-day training events to on-going, systematic, research-based, consistent, relevant training that involves practice time, meaningful feedback, modeling, and activities aiming at the higher level thinking skills identified in Bloom’s taxonomy.

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7

Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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8

Davies, Peter. "The integration of pupils with special educational needs in one South Wales education authority." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383270.

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9

Terry, Aleshia Renee. "Assessing the Perceptions of the Training Needs for Local School Council Members." Thesis, Chicago State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746675.

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Much literature has been written about the history and induction of local school councils in the State of Illinois. Chicago's Local School Councils (LSCs) were created based on the Chicago School Reform Act of 1988. These LSCs were given power in Principal Selection and Evaluation, School Improvement Planning, and School-Based Budgeting (Moore & Merritt, 2002 p.11). State law currently requires 18 hours of training for newly elected members, but critics contend the large-scale lecture format does not properly prepare panelists (Gewertz, 2002). While some researchers agree that LSCs have made strides in improving schools, others have indicated that there are many troubles that hinder the effectiveness of LSCs such as the lack of skills, commitment, and support (PURE, 2006). Larger citizen participation in school councils can create its own problems. Many future LSC members may not be adequately prepared to assume a leadership role (Cunningham, 2003).

The purpose of this quantitative study is to determine what knowledge LSC members currently possess in order to be effective leaders within the school system. Data was collected from various schools within the Woodlawn community in Chicago, Illinois, to analyze the perceptions of parent and community stakeholders regarding LSC training. A quantitative Needs Assessment survey was designed to assess the participants’ perceptions. An overall analysis of the data indicated that the survey participants were dissatisfied with LSC training. LSC members believed that the mandatory LSC training modules did not prepare them to address issues relevant to their school. Generalized LSC member training programs have been criticized for failing to address the unique issues and scenarios in which LSC members often find themselves (Grendon, 2010). Perceptions of LSC members and community stakeholders are vital in determining what factors are hindering the success of schools in the Chicago Public School (CPS) system. Based on a needs assessment of LSC members, recommendations are developed to assist in determining further training for LSC members to ensure they have the knowledge and skills required for effective decision making within their schools. Also discussed are areas for further research as it relates to LSC training.

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10

Williams, Carol A. Wagner. "Longitudinal training needs assessment of school vocational evaluators in Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.

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11

Jiwani, Alicear Mary. "An analysis of the educational and training needs of industry and individuals : individuals' perception of needs as the basis for the development of education and training policy." Thesis, University of East London, 1994. http://roar.uel.ac.uk/1222/.

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This study developed from my Interests in the industrial system and the education and training needs of individuals. The starting point for the research was Maslow's need theory, and Scheler's proposition that Individuals must continually update their acquisition of technological (artificial) knowledge to avoid alienation from the culture created by this type of knowledge. This study Initially began with a review of literature which demonstrated that the educational and training needs of individuals arose from the demands of the Industrial system. This raised the question of whether individuals' needs were similar to or different from those of the organisations in which they worked. The empirical research which developed from this question was to test the hypothesis that Individuals' perception of needs could serve as the basis for the development of training strategy and policy. The research was carried out amongst unemployed adults, employed adults In three companies and 100 employers in the engineering industry. An inductive-deductive approach was taken to identify the education and training needs of individuals and organisations. The investigation was carried out by a multi-method approach involving questionnaire and interviews in the collection of both quantitative and qualitative data. The research confirmed the literature and hypothesis. It also raised the question of whether the individuals' perception of needs could be discussed within the wider context of individuals' ability to participate in discussions about the socloeconomic- political environment. The study claims individuals' and industries' needs are similar, thus individuals' perception of needs can be the basis for the development of training strategy and policy, and it proposes a model of Knowledge-Based Training as a possible way forward. It builds on Mallow's theory of needs and also supports Robbins' theory that harmony can exist between the life and system worlds.
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Bhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies." Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.

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13

Pender, Sarah. "Perceived Job Functions, Satisfaction, and Training Needs of Human Service Workers." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3065.

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The purpose of this study was to obtain information about human service workers: who they are, (demographics), how satisfied they are (job satisfaction), and what they do (job functions). This information is intended to assist educators in improving paraprofessional training programs. The Human Service Worker Inventory was developed and disseminated to the experimentally accessible population, human service workers from all appropriate human services agencies (N = 13) in the Placerville area of ElDorado County, California. Research questions focused on the demographics, job satisfaction, and job functions of paraprofessional workers within these agencies. Data from the 136 returned Inventories were analyzed, and produced the following statistically significant results: Chi-square test of goodness-of-fit indicated a predominance of female human service workers. Chi-square test of independence indicated that private agency respondents both had a lower educational level and performed six referralrelated job functions less often; public agency respondents had more work experience; non-profit respondents performed more ·group counseling. Two analyses of variance (ANOVA) also provided significant results: higher job satisfaction of non-profit agency respondents and a difference in the pattern of responses to job functions. A multiple linear regression indicated that a significant positive correlation existed.
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14

Vickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.

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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.
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15

Carrier, Sarah. "Parental challenges to educational and legal definitions of their children's special educational needs : an examination of decision-making in the field of special educational needs." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3528/.

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This study explores parents' perspectives on their children's special educational needs and relates those perspectives to legal and other professional discourses. The key concepts used to organise the enquiry are Special Educational Needs (SEN), the Duty of Care and parents' expectations. Ten case studies were undertaken and the findings compared with a number of set-piece, land-mark cases which were followed through the legal process, from the High Court, through the Court of Appeal and finally, on 27 July 2000, the unanimous judgement of seven law lords in the House of Lords. Comparison of the local case studies with the legal cases produced interesting implications for the future of special educational needs. Ten parents were interviewed at the local level, as well as the local authority officer responsible for statements of SEN, the LEA parent partnership officer, and an parent advocate employed by a charity. At the national level, interviews were carried out with the solicitor acting for the plaintiff and the Principal Educational Psychologist of the defendant Local Education Authority. The main conclusions are first, that parents' definitions of their children's special educational needs, despite much exhortation in the academic literature about parental involvement, are still undervalued by professionals. Further, some parents are less able than others to articulate those needs and further their children's interests, and will be reliant on professionals or interest groups to assist them. Second, those professionals owe them a legal duty of care and can be liable for negligence if they give inadequate or wrong advice. This is relevant to the current debates about the role of educational psychologists and the promotion of inclusion. The third conclusion is that the recent decisions in the House of Lords will have resource implications for LEA insurance as well as for the delivery of the education service, and finally the commitment to equality of opportunity and inclusive education means that all children with any kind of need, special or otherwise, statemented or not, must have access to an education which will help them reach their full potential.
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16

Ellis, Patricia. "Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.

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17

Lovelace, Don H. "Identifying Industrial Education and Training Needs: Developing a Community College Custom Program." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2942.

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This study examined manufacturing firms' characteristics and environmental factors and their relationships to the perceived importance of basic workplace skills and the preferences of employers toward customized training partnerships with community colleges. Key individuals in the human resource departments responsible for planning and decision making of employing companies were surveyed. The Workplace Education Survey was used to collect data on the employers' perceptions about the importance of basic skills groups, about workplace-based customized training as the preferred means of delivering training in each of seven basic skills groups to their employees, and to determine their preferences for providers of the training. The survey also included customized training partnerships with community colleges. The study analyzed the relationships that exist in comparing the size of the firm and other characteristics identified in the literature with the respondents perceptions regarding the importance of the seven basic skills groups, workplace-based customized training, and partnerships with community colleges. Adaptability Skills, Communication Skills, and Group Effectiveness skills emerge as the most important workplace skills groups, and community colleges as the preferred providers according to the respondents to this study. Findings also revealed that changes in the nature of work and workplace skills are being dictated by the application of computers.
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18

Gregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.

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19

Randell, Sara. "Parents, teachers, pupils : different contributions to understanding pupils' needs?" Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342709.

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20

Kang, Yanrong. "Self-regulatory training for helping students with special needs to learn mathematics." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/688.

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Previous research suggests that self-regulation interventions are effective in improving students' self-regulatory skill and school performance in a wide variety of educational domains. Inspired by social cognitive theory (Schunk & Zimmerman, 1997) and goal setting theory (Locke & Latham, 1990), I designed, implemented, and examined the beneficial impact of a two-part intervention to teacher effective self-regulation (i.e., goal setting and self-reflection) of 62 high school students with special needs (40 males, 22 females) during in-class math instruction. Results indicate that the two-part intervention led to high self-efficacy judgments and to better math performance compared to students with special needs who were randomly assigned into a delayed-treatment control group. Students in the intervention group also perceived the math instruction they received more positively. Results also show that, after participating in the intervention, all participants students with special needs increased their variety of self-regulatory strategies, and attributed their performance to more controllable (e.g., effort, strategy) causes. The gains in self-regulatory strategies and adaptive attributions, while significant in their own right, helped students experience a significant gain in their post-intervention math performance as well.
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Mahmood, Abdullah. "Educational interests and needs of owner-managers of small building firms." Thesis, Heriot-Watt University, 1992. http://hdl.handle.net/10399/786.

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This thesis discusses a critical investigation into the educational needs and interests of owner-managers of small firms. The investigation attempted to determine, from the viewpoint of the small business owner-managers, those critical factors which affected and influenced their interest in and appreciation of education and training, as well as identifying areas of interest for future training. A survey was taken of a small sectoral sample of 58 building firms within the Central Belt of Scotland, 20 of whose owner-managers were assessed in detail using the Repertory Grid and Personal Project techniques. The results of the study indicated a general lack of interests in education and training among the small business owner-managers sampled. These lack of interests were influenced by seven major factors; owner-managers evaluation of education and training, their attitudes towards education and educational establishments, personality characteristics, limitation of resources, lack of formal education, lack of awareness of educational provisions and the characteristics of training proOvider. Other important factors influencing training were the timing of courses, the identity and reputation of training personnel and the course format. In terms of areas for future training, the ten most important areas were identified by the owner-managers. These were, in ranked order of interest; Production Planning and Control, Site Organisation, Employee Supervision, Cost Control, Business Planning, Working Capital Management, Health and Safety, Quality Control, Estimating and Costing and Financial Planning.
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Rivard, Donald Thomas 1953. "Educational needs of Arizona aquaculturists." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276778.

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The purpose of this study was to determine the status of aquaculture in the State of Arizona, to determine the perceived educational needs of Arizona aquaculturists, to identify their educational and experience backgrounds, and to identify the sources of information that they utilize to meet their needs and to solve problems in aquaculture. An intermediate goal of the study was to compare the differences between private and government aquaculturists. This study was a descriptive survey and utilized a questionnaire as the instrument. Data was collected via telephone interviews. The target population was all active aquaculturists in the State of Arizona. Findings included: (1) The aquaculture industry was expanding, (2) Water quality management and production methods were the top educational needs, (3) Eighty percent of the aquaculturists have had some college, with sixty-eight percent possessing at least a Bachelor degree and, (4) Other aquaculturists and fisheries professionals were identified as the best sources of aquacultural information.
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23

Austin, Kira. "Training needs of paraprofessionals supporting students with autism spectrum disorders." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3056.

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The purpose of this study was to understand professional development for paraprofessionals supporting students with ASD in Virginia. This understanding was reached through explanatory, sequential mixed methods design. Surveys and interviews provided insight into training practices, training needs, and training barriers. An interpretation of their professional development was developed through considering the perceptions of paraprofessionals supporting students with ASD, teachers of students with ASD, and directors of special education. Findings revealed a lack of supervision, training, and skills. The lack of training and supervision resulted in paraprofessionals learning through trial and error. Paraprofessionals supporting students with ASD felt qualified to complete their duties as a result of personal disposition and effective supervision. Paraprofessionals supporting students with ASD desired individualized training concerning behavior management. The results of this study provide several recommendations for training content and delivery format. It also provided a theoretical framework for explaining how paraprofessionals supporting students with ASD experience training.
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Jones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.

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25

Cicilie, Wayne Cyril. "Problems and training needs of women education managers in primary schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/63.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2006
Women Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies and the little South African literature that exists, the research questions crystallise as follows: What managerial problems do women education managers experience in carrying out their managerial duties? Do women education managers experience problems other than managerial problems in carrying out their duties? What training do they require? The purpose of this investigation was to gain an insight into the problems women education managers in primary schools in Bloemfontein experience in carrying out their managerial duties. The literature review provided a focus as the framework on which this study is based. In order to collect factual information about the managerial problems women education managers in primary schools in Bloemfontein encounter, questionnaires were distributed amongst the target group. Women education managers experience problems in performing their managerial duties. These problems include delegation, finance management, human resource management, planning, formulation of objectives, policy formulation, decision making, problem solving and allocation of time. There are some factors other than managerial competence and leadership style that have an influence on the way women education managers perform their duties. These factors include workplace discrimination, sexual harassment, negative attitudes towards women, emotional influences, promotion myths, lack of self-confidence, lack of support, role models and positive reinforcement, cultural socialization as well as allocation of duties. Other organisational factors women experience include: difficulty to cope with the demands of the post, too much workload, human relations, division of work in the department and when acting as principal when he/she is absent. Based on the findings of the study, it is imperative that relevant training programmes that would address the particular needs of women education managers in primary schools in Bloemfontein, be developed. These training programmes should address the various areas of management which are problematic to women education managers. As education managers, women should seize every opportunity to leave behind the gender discrimination which is still prevalent in the sphere of education and commit themselves to undergo management training to successfully execute their managerial duties. As education managers, women also need training in various organisational issues in which they experience problems. These problems also have an influence on the way women execute their managerial duties. Recommendations for the study: By providing women education managers with the necessary managerial skills, the different areas of management in which women experience problems can be eradicated. They will have to undergo relevant training. Workshops and in-service training sessions need to be conducted to address the managerial areas in which women education managers experience problems. The findings of this study are not representative of the Free State province and further research needs to be conducted in the entire province or even all over South Africa.
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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Vete, Vili. "Professional development and training needs of school principals in Tonga." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1116.

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The main aims of this study were to investigate and identify the perceived professional development needs of the school principals in Tonga in relation to the current situation. The inquiry was designed to provide a description of the understanding and perceptions which the principals and educators held concerning: I. The familiarity of principals and educators with the professional development issues and provisions made for the professional development of school principals . 2. The perceived professional development and training needs of school principals. 3. The extent to which the current provisions offered for professional development of school principals meet the needs of the principals. Data sources included senior personnel from the Tonga Government, Tonga Ministry of Education, representatives of various school systems, ten primary school principals and ten secondary school principals; and documents relating to the work of principals in schools. Interviews and questionnaire techniques were used for data collection. The Interview data were analyses using Helder's (1958) attributional analysis methods and Morris, Fitz-Gibbon's (1978) content analysis methods. The questionnaire data were coded, collated and analysed using the SAS PC+ WRITE computer package. The findings were similar In many ways to the findings of certain. Australian studies, namely, Chapman's (1986) study of Victorian primary school principals, Harvey's (1987) study of the newly appointed principals In Western Australia. Hyde’s (1988) study of the principals In remote area schools In Western Australia. The study found that the needs for professional development among the school principals in Tonga were related to knowledge and skills in four broad areas, namely: I. Management of the Human Resources at the School Level 2. Management of the Curriculum 3. Management of the School's Physical Resources 4. Leadership and Entrepreneurial ship of Human Resources both Internally and within the School's External Environment From these, and In consideration of the current changes In the Tonga education system these findings confirmed that professional development is context bound and a complicated process which occurs In different contexts and for different purposes. In this regard one, emphasis in the determination of professional development needs of principals appears, to be shifting from a central level to the people most directly involved in that process, the principals themselves. The evidence from this study suggested that, for the issues of professional development of principals to be addressed properly, there must be a move away from the notion of principals and educators as master implementers of policies and programmes to a broader perception wherein leadership Is a primary focus.
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Baldo, Mohamed Nagi Hamza. "Inclusion of pupils with special education needs in Sudan : teachers perceptions of their competence and their perceived training needs." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020625/.

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In Sudan, the education of children with special educational needs (SEN) in mainstream schools shows slow progress. The traditional medical approach, whereby the majority of children with SEN are educated in segregated schools or receive no education at all, is still the dominant recourse for educating pupils with all types of disabilities that may require special needs education. This research is the pioneering attempt to explore Sudan's context of special education, and teachers' perceptions of their competencies and training needs within mainstream education in relation to inclusion of pupils with SEN. The research was carried out in Khartoum, the capital city of Sudan, where three visits were made throughout the study to collect the relevant literature and data. Following extensive literature review of teachers' competencies related to SEN, a questionnaire was developed by the researcher. It was tested and used to collect quantitative data for the study. A total of 301 completed questionnaires, out of 325 distributed, were collected from fifty basic schools with a response rate of 92.6%. This was complemented by qualitative data obtained from semi structured interviews with 20 qualified teachers, 10 teacher trainers from the Faculty of Education University of Khartoum, and 10 educational supervisors responsible for advising and assessing teachers' performance in the state. The completed research concluded that teachers are open to inclusion, however, they need training in SEN. This is a genuine situation that could add to knowledge in literature on teachers' perceptions to inclusion and children with SEN. It was found that only 12 teachers had received any in-service or pre-service training in special educational needs. The findings also revealed that most educational supervisors had little or no training in this area. Teachers' perceptions did not vary with their personal characteristics. They generally showed lack of confidence in their competencies in all the dimensions investigated except personal skills. Importantly, they expressed a need for training to identify pupils with SEN, besides the need for support and advice in practical aspects of inclusion. As a result of these findings, a number of recommendations are made to modify the existing in-service and pre-service teachers training to include competencies related to SEN. It also recommends provision for continuing professional development and consultancy support for teachers; which in turn will help facilitate implementation of responsible inclusion.
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Al-Rashed, Hamad Abdul Aziz. "Teachers and information communication technology in Saudi Arabia : current use and training needs." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3562.

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Education planners in Saudi Arabia, as in many other countries, are anxious to exploit the potential of ICT to enhance the teaching and learning process. However,concerns have been voiced that teachers are ill-equipped to cope with the new technology. This study investigates the present use of ICT among Saudi primary teachers in the classroom, for professional development and for personal use; factors that deter/prevent use; teachers' perceptions of their skills in ICT, their attitudes to ICT; and their training needs in relation to ICT. Data were collected via a questionnaire survey of primary school teachers in Riyadh, Makkah and Dammam, and complementary semi-structured interviews with teachers, government officials with responsibility for education and representatives of private sector bodies involved in various ways with provision of ICT facilities.The findings showed that teachers' use of ICT was low, especially in the classroom. The major constraints on use were lack of availability,lack of skills,and time and budget constraints. More than half the teachers had received no training in ICT and many lacked basic competencies. However, some had downloaded resources for teaching, and some used ICT to exchange ideas with colleagues. Attitudes to ICT were generally positive. Some differences were found in use of ICT, attitudes to ICT and perceived competence in ICT, in relation to personal variables, most notably in relation to the amount of previous in-service training received in ICT. Government officials wanted all teachers trained in ICT, but plans and policies were diffuse and unclear. Training and technical support are available in the private sector, which teachers could use, given the time and financial resources.On the basis of the findings, recommendations are made for in-service training to equip teachers with the operational and pedagogic skills needed to use ICT effectively in the classroom.
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Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.

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Jafre, Mohamad Z. A. "The English language needs of students at the Science University of Malaysia." Thesis, Keele University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293738.

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Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
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Swoboda, Brenda. "Comfort levels of regular educator's with special education issues an illustration of training needs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000swobodab.pdf.

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34

Holbrook, Michelle. "Paraeducators in Secondary Transitional Settings: Their Knowledge, Responsibilities, and Training Needs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3067.

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The authors queried 336 paraeducators working in 34 high schools or special programs offering transitional services for adult students with disabilities. The survey included (a) the contexts in which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The study replicated a study conducted by Carter, O'Rourke, Sisco, and Pelsue (2009) surveying paraeducators working in K-12 settings. The authors found that paraeducators worked with a broad range of disabilities in multiple types of transitional school or program settings, with moderate supervision using varied types of teaching strategies, and they received most of their training on the job. Although most paraeducators reported having adequate training across knowledge standards, the quality of training received was reported as informal. Reported tasks performed most frequently were nontransition related. Preparing for transition and IEP plans were less frequently performed and trained for; while tasks less pertinent to students in transitional settings were more frequently performed and prepared for such as one-to-one instruction. Supervision under a certified teacher was reported to be moderately occurring (less than 50% of the time). Future research and development of standards for transitional paraeducators working with adults with disabilities is recommended. Identification of needed specific skills should be coupled with more formal training.
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35

Glynn-Rule, Linnea. "The family as educator : a study of families with children with special needs." Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359550.

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Farag, Raja Saed. "Village and school initiatives : an answer to the educational needs of future generations." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367816.

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Surerus, Michelle L. "Flexographic Skills and Training: A Comparison of Flexographic Industry Needs and College Flexographic Preparation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1349393920.

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Clayton, W. T. "Welfare assistance as a resource to help with the education and management of children with special educational needs in ordinary primary schools." Thesis, University of Winchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290428.

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Little, Ann M. "Perceived Training Needs of Principals in Northeast Tennessee: Analysis of Data in Two Selected Years." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2719.

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The problem of this study was to compare perceived training needs of public school administrators at two points in time and to analyze those needs as to age, sex, educational degree, and experience of respondents. The survey population consisted of public school principals in the 14 systems of the First Educational District in Northeast Tennessee. A descriptive research design was chosen for the study. A follow-up questionnaire was developed based on the 1986 Brown Survey which surveyed the same population for demographic and professional characteristics in addition to the perceived training needs of principals, superintendents, and school board members. Respondents prioritized training needs from most beneficial to least beneficial. Descriptive and inferential statistics were used in answering five research questions which directed the study. The statistical analyses revealed the following: perceived training needs remained stable during the 2 year period, clusters of training needs consistently appeared in the top five and bottom five interest areas, and various approaches were utilized by First Educational District principals to address their perceived training needs. Curriculum and Instruction was identified by all groups of respondents as their top priority for additional training, indicating a recognition of need for more training in the fundamentals of teaching and learning. Others included in the top five training needs were Staff Evaluation, Leadership, Staff Development, and Effective Schools. Those consistently reported in the bottom five training needs included Organizational Governance, Organizational Communication, Law/Policy, Budget, and Problem Solving. The results of this study should prove useful to institutions of higher education in planning programs and courses of study for school administrators. An abundance of opportunities exists to provide much needed advanced training for principals in Northeast Tennessee.
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40

Lou, Zhijian 1957. "Assessing needs of educational administrators in their professional development." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63984.

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41

Nirmala, Karuppiah. "Identifying training needs for multicultural education of pre-school teachers : a Singapore case study." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/3108/.

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The purpose of this study is to Identify the training needs for multicultural education of pre-school teachers In Singapore. There are two tasks involved in this study. The first task Is to Investigate the concepts and issues related to multicultural education and pre-school teacher education In the context of Singapore. The second task is to use the results of the investigation in the first task as input for the design of a framework for a multicultural component to be conducted In the teacher-training program for preschool teachers in Singapore. While a review of related local and international literature was done to meet the first task, a survey was conducted to meet the second task. The survey was aimed at answering the overall research question, that is, What do pre-schoolteachers in Singapore already know or understand about multicultural education? The overall research question was further broken down into sub-research questions from which items for the questionnaire were drawn. A sample of about 60 pre-school teachers was selected and asked to complete the questionnaire to ascertain their level of understanding of and experience in multicultural education and its importance in early childhood, as well as their views on what they thought were the training needs In multicultural education for pre-school teachers. The data collected were analyzed using the Information gathered from the review of related local and International literature. The data showed that while most teachers believe that multicultural education is important and should be taught in the early years, they have a simplistic, narrow or superficial understanding of multiculturalism and multicultural education. The data also showed that while some teachers have a positive experience in multicultural environments and with multicultural people, their knowledge and experience was superficial and limited. Finally, the data also showed that the teachers agreed that a multicultural component be incorporated in the pre-schoolteachers-training program. These findings are Important in identifying the needs of pre-school teachers in Singapore as well as to develop a framework to meet their needs. This framework would then provide the basis for designing the multicultural component in the pre-school teacher-training program. This study could lead to further research on meeting the needs of pre-school teachers in other areas of teacher-training, as well as meeting the needs of preschool teachers in other teacher-training institutes in or outside Singapore. It could also lead to a new research on the effectiveness of the component on multicultural education for pre-school teachers.
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Zogheib, Yussef. "Managerial education and training for the hospitality industry in Lebanon : needs and actual provision." Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248734.

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Marg, Debra Harris. "Workforce education and training needs assessment for southwest region of Northcentral Technical College District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998margd.pdf.

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Reeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.

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Ngure, Susan W. "Stakeholders' perceptions of technical, vocational education and training : the case of Kenyan micro and small enterprises in the motor vehicle service and repair industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/597.

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Technical, vocational education and training (TVET) in Kenya has undergone major changes since colonialists introduced it at the beginning of the twentieth century. Since then, TVET has evolved in the areas of science, technology and innovation to provide skills that will propel the country to middle-level industrialised status by the year 2030. However, current training and development (T&D) processes in Kenya have been criticised for being rigid and irrelevant to industry, creating a mismatch of skills produced by the training institutions and those demanded by the industry; it is upon this criticism that this research is built. The focus of this thesis is to analyse key stakeholders‘ perceptions of TVET in the micro and small enterprises (MSE) in the motor vehicle service and repair industry (MVRSI). In Kenya vocational education and training (VET) is referred to as technical, vocational education and training—TVET. In this thesis a practical T&D framework is developed for use to analyse the stakeholders‘ perceptions. A generic organisational T&D model was examined as was the literature dealing with TVET sub-systems in Kenya and elsewhere. The organisational T&D model was then expanded to include relevant training areas and activities. Data were collected in two cities and four roadside towns. Interviews were held with 19 micro and small enterprises (MSE) employers and 57 of their employees, eight TVET trainers and four senior education officers. Four focus group discussions with final year trainees were held, and observations were made at the MSE and the training institutions. Content analysis was used to analyse data. Findings obtained indicated that TVET plays a vital role in furnishing its learners with skills that are required in the MVRSI. However, while the T&D program has very well crafted training objectives, it is beset by numerous challenges. The program has restricted methods of data gathering resulting in a system that has neither been able to compile an industrial skills inventory nor a skills-gap analysis that would inform training providers. Most training institutions are located in urban centres, curriculum implementation is generally theoretical, trainers are inadequately prepared and receive low salaries, training suffers from multiple and uncoordinated management, and the trainees view it as a last training option. In addition, examination results, enrolment and practical tests were identified as the primary methods used for monitoring and evaluation. Informal training providers lacked training implementation, monitoring and evaluation structures. Transfer of skills from training institutions to the workplace is inhibited by insufficient supervisor support, poor working conditions and inadequate tools and equipment. The T&D framework that was developed was found to be useful on several fronts. Firstly, the views of multiple stakeholders present diverse perspectives that provide unique and comprehensive insights into how different segments of society measure the same training. Secondly, methodological contributions have been made in terms of the research design, which used multiple data collection methods. Thirdly, the T&D framework was developed and then used to analyse the perceptions of the stakeholders, thereby answering the research questions. Since this framework was found to be sufficient for analysing the stakeholders‘ perceptions, it was found to be appropriate for designing a more responsive T&D program for the MVRSI. In addition, this study has made several practical implications.
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Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.
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Clemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.

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48

Kotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.

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This research was conducted in order to find out what takes place in the process of integration of pupils with special educational needs from special schools into mainstream schools. A design was chosen that allowed the study of the various stages of transfer from a special school into a mainstream school. The design chosen was an "overlapping longitudinal" design i.e. pupils going through the different phases of the transfer process were studied in parallel. Three phases were identified: the pre transition phase. the transition phase and the post transition phase. Three groups of pupils were studied representing each phase of the transfer. In total twenty pupils were studied their ages ranging from six to nine with a range of Special Educational Needs. The first group the Pre transition group comprised pupils for whom a decision was not made yet to transfer them to mainstream school. The second group the Transition group comprised pupils for whom a decision had been made to transfer them to a mainstream school. The third group the Post transition group comprised pupils who had already transferred into a mainstream school during the previous academic year. The case study approach was chosen in order to study the three groups and the methods of data collection were interviews, observation and consultation of documents. Interviews were held with parents, special school staff, educational psychologists, mainstream school stff and staff at the Local Educational Authorities' Support Services. Two schedules of observation were devised, one of them aimed to capture the general occurrences in the classroom "Classroom Observation Schedule" and the other aimed at capturing the pupils' interactions in detail, "Classroom Interaction Schedule". Tests of reliability were carried out to ensure the reliability of both schedules. A research diary was kept to compliment the observation gathered from both schedules. As for the documents that were consulted, these were pupils' statements, schools' SEN policies, LEA SEN policies and some examples of pupils' work. The analysis of the data gathered through the different sources were discussed for each group individually and emerging themes from the three groups were discussed in the final chapter.
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Lyles, Ivory W. "The administrative role of the Mississippi County extension coordinators : importance, expectations, behaviors and training needs /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847118234.

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50

Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Ph.D.
Education
Education
Education
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