EDUCATIONAL-REFORM AND THE SELF-EFFICACY BELIEFS OF TEACHERS IMPLEMENTING NONGRADED PRIMARY-SCHOOL PROGRAMS

Primary school teachers were surveyed to determine their sense of efficacy about implementing nongraded primary school programs. The survey assessed attitudes and beliefs of teachers (N = 133) representing 18 school systems undergoing state mandated educational reforms. The survey focused on three areas: (1) educational background and teaching experience; (2) attitudes toward nongraded primary school reforms; and (3) perceived self-efficacy ratings on 21 specific program attributes of the proposed nongraded primary. The influence of experience on attitudes and self-efficacy was also explored. Implications are discussed for preventively addressing teacher needs through teacher education and continuing education programs based on a self-efficacy enhancement model. Suggestions for future research are offered.