SECONDARY HEALTH EDUCATORS PERCEIVED SELF-EFFICACY IN TEACHING MAINSTREAMED MENTALLY-DISABLED STUDENTS

This study examined secondary school health education teachers' perceived adequacy of professional training and perceived self-efficacy in teaching mainstreamed mentally disabled students (MMDS). Subjects included a stratified random sample (N = 333; response rate = 63%) of secondary school health education teachers in nine states which require that health education be taught in the schools. Subjects were 44% female, 92% White, had a mean age of 40.6 years (SD = 8.6) and a mean of 12.1 years (SD = 7.5) of teaching experience. One in four received no training on teaching MMDS. Efficacy expectation (EE) scores were significantly higher in teachers with some training in teaching MMDS (p < .001) but outcome expectation (OE) scores were not significantly different based on training. Also, EE and OE scores were higher in teachers who perceived the need for health knowledge and skills (outcome value) as greater in this population (p < .001). A significant correlation existed between the degree of reward in teaching MMDS and EE and OE (p < .01). Fifty-four percent believed materials available for teaching this group were inadequate; however, 77% reported that there special education department was supportive in material development.