This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc33210 |
| Date | 12 1900 |
| Creators | Wanyonyi-Short, Maureen N. |
| Contributors | Bullock, Lyndal M., Evenson, Thomas L., Kinnison, Lloyd |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 134 p., Text |
| Rights | Public, Copyright, Wanyonyi-Short, Maureen N., Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0027 seconds