PDF(Pubmed)
Abstract：
This study examined factors that may influence the self-efficacy level of special education teachers in delivering transition services to students with disabilities. Five independent variables were examined: attitudes, preparation level, teaching experiences, academic degree level, and level of available resources. The current study sample comprised 231 intermediate and secondary special education teachers in the city of Riyadh, Saudi Arabia. The results showed that attitudes are the best predictor of teachers\' self-efficacy to provide transitional services for students with disabilities. Teacher preparation for transition services was the second most important variable that was positively associated with teachers\' self-efficacy.
摘要：
这项研究考察了可能影响特殊教育教师向残疾学生提供过渡服务的自我效能水平的因素。检查了五个自变量：态度，准备水平,教学经验,学位水平,和可用资源的水平。当前的研究样本包括利雅得市的231名中级和中级特殊教育教师，沙特阿拉伯。结果表明，态度是教师为残疾学生提供过渡服务的自我效能感的最佳预测指标。教师为过渡服务做准备是与教师自我效能感正相关的第二重要变量。
