Relationship Between Educator Self-Efficacy and Perceived Learned Helplessness Among Students With Disabilities Within Inclusion Classrooms

Abstract

The focus of this action research is to investigate the correlation between the level of reported educator self-efficacy and the level of teacher perceived learned helplessness among students with disabilities within the inclusion classrooms the educators teach. Twenty-one educators were surveyed to investigate professional self efficacy using questions adopted from the General Self Efficacy Scale and perceived learned helplessness among students with disabilities using questions adopted from the Student Behavior Checklist.