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Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37, 111-127.
https://doi.org/10.1177/0162353214529042

has been cited by the following article:

• TITLE: Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach

  AUTHORS: Alexandros-Stamatios Antoniou, Ioannis Geralexis, Garyfalia Charitaki

  KEYWORDS: Teacher’s Self-Efficacy, Instruction Strategies, Class Management, Student Involvement, Burn Out

  JOURNAL NAME: Psychology, Vol.8 No.11, August 31, 2017

  ABSTRACT: Through this quantitative educational approach, there is an attempt to depict and evaluate the Teaching Self-Efficacy of special educators. The research sample consisted of 200 special educators employed in public special education structures in Greece. The Teachers’ Sense of Efficacy Scale [TSES] was utilized as a research tool. The data collection duration was 2 months (October 2016-November 2016). Results depict high scores in special educators’ Self-Efficacy. No differentiation to Self-Efficacy in relation to gender, experience and age, was identified, which coincides with the findings of recent studies. The results of the study are discussed in terms of educational placement.