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Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency

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.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc33210
Date12 1900
CreatorsWanyonyi-Short, Maureen N.
ContributorsBullock, Lyndal M., Evenson, Thomas L., Kinnison, Lloyd
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 134 p., Text
RightsPublic, Copyright, Wanyonyi-Short, Maureen N., Copyright is held by the author, unless otherwise noted. All rights reserved.

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