First Advisor

Robyn Hess

First Committee Member

Michelle Athanasiou

Second Committee Member

Amy Graefe

Third Committee Member

Lori Peterson

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2022

Department

College of Education and Behavioral Sciences, School Psychology, School Psychology Student Work

Abstract

Twice exceptional (2e) students are a unique population of students, who present with a wide range of strengths and weaknesses. For this reason, it is important for teachers to be trained and feel prepared to work with these students. Teacher self-efficacy has been shown to influence both student and personal outcomes (e.g. student perceptions of school, student academic success, teacher retention, etc). The Teaching Twice Exceptional Students Scale (TTESS) was developed as a way to measure teacher’s self-efficacy in regard to working with 2e students, so that districts may better identify gaps in knowledge or training that teachers may have. A total of 232 teachers who have experience working with 2e students completed the survey. An exploratory factor analysis suggested a 4 factor model of measuring teacher self-efficacy. These factors were identified as Classroom Management, Instructional Strategies, Collaboration, and Engagement. Furthermore, teachers who taught at the elementary level were more likely to rate themselves as having a higher sense of self-efficacy for working with 2e students, whereas individuals with Master’s degrees were more likely to rate themselves lower. No statistically significant differences were found between teacher role, either general education, special education, or gifted education, was found when looking at the reported total score on the TTESS.

Abstract Format

html

Keywords

twice exceptional; teacher self-efficacy; gifted education; special education; teacher training

Language

English

Extent

129 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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