Preservice teachers\u27 self efficacy and knowledge of emotional and behavioral disorders

The extent of preservice teachers\u27 knowledge of emotional and behavioral disorders (EBD) and their self efficacy were examined in this research. The participants included a convenience sample of 230 (184 females, 46 males) undergraduate general education and special education preservice teachers enrolled in Fall 2011 teacher education classes in a mid-sized Midwestern university, located in a mid-sized city. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD= 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioral Disorders questionnaire were administered to the sample. The participants had an overall high sense of efficacy but had higher efficacy in instructional strategies than in classroom management, student engagement, and instructional abilities. Participants demonstrated some knowledge of EBD. There was no significant association between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers\u27 knowledge of EBD or self efficacy. It is recommended that teacher education program coordinators place more emphasis on providing teacher candidates with information regarding successfully identifying, engaging, and motivating students with EBD. Additionally, preservice teachers\u27 field experiences should include more authentic experiences with students with EBD to enhance preservice teachers\u27 self efficacy for successfully working with students with EBD in their diverse classroom