| This study examined the effect of teacher certification routes on classroom teachers of students with emotional disorders in the state of South Carolina. Fourteen second year participants of the Program of Alternative Certification for Educator (PACE), a three-year program, and eighteen traditionally trained teachers in their second year of teaching students with emotional disabilities were surveyed on teacher efficacy. The teacher efficacy scale developed by Gibson and Dembo (1984) and modified for use with resource room teachers by Coledarci and Breton (1996) was to compare efficacy of PACE trained teachers and traditionally trained teachers of students with emotional disabilities. Variables examined include age, school size and location, gender, ethnicity, services delivery model, participation in student teaching and classroom experiences. |
