The purpose of this article is to examine the contributions made by the teacher efficacy literature to the study of teaching students with severe disabilities. The description and measurement of the self-efficacy construct are first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between perceived self-efficacy of teachers and variables including perceptions of student abilities, classroom practices, adoption of innovations, and collaboration with others are then summarized. Implications of this literature for practice, staff development, and personnel training programs are then discussed. Finally, strategies to guide future research are offered.
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