Special education teachers' perceptions of factors influencing their instructional practices

Abdelaziz Sartawi, Emad M. Alghazo

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The study examined the variables associated with the effective instructional practices of teachers of students with learning disabilities. Subjects were 146 female special education teachers, working in the special education classroom. Demographic information was gathered from all participants (e.g. years of experience, collaboration in school and job satisfaction). Participants responded to a 63-item questionnaire about effective instructional practices. The questionnaire consisted of four sub-scales (i.e. planning instruction, managing instruction, delivering instruction and evaluating instruction). In general, the effectiveness of instructional practices of teachers was moderate (mean=2.08, SD=0.55). No significant correlation was found between years of experience and effective instructional practice or between collaboration and effective instructional practices. A significant correlation was, however, found between job satisfaction and effective instructional practices.

Original languageEnglish
Pages (from-to)161-165
Number of pages5
JournalInternational Journal of Rehabilitation Research
Volume29
Issue number2
DOIs
Publication statusPublished - Jun 2006

Keywords

  • Effective teaching
  • Instructional strategies
  • Learning disabilities
  • Teaching methods

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Rehabilitation

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