Educator Perspectives and Instruction of Self-Determination: The Effect of Role

• In Event: Fostering Self-Determination, Self-Regulation, and Self-Efficacy in Inclusive Settings

Abstract

This study was designed to understand the factors that influence educators’ perceptions and amount of instruction of student self-determination skills. Survey research was conducted to collect educators’ perspectives and self-reported amount of instruction of the components of self-determination. MANOVA analyses revealed a statistically significant difference in educator role with higher amounts of instruction in self-determination reported by related service personnel as compared to general or special educators.

Authors

• Stephanie D. Wozniak, Western Connecticut State University

• Pauline E. Goolkasian, Western Connecticut State University

• Marcia A. B. Delcourt, Western Connecticut State University