BEGINNING SPECIAL EDUCATION TEACHERS IN ISRAEL: PERCEIVED SELF-EFFICACY

The purpose of this study was to examine perceived self-efficacy among beginning special education teachers in Israel related to their educational roles and responsibilities. Ninety-three first-year teachers participated in the study. The research was carried out using the mixed method approach, combining qualitative and quantitative research instruments. The research instrument used was the "Perceptions of Special Education Teachers of their Roles" questionnaire, based on the CEC Initial Level Special Educator Preparation Standards for 2013. The results indicated a high percentage of respondents reporting stronger perceived self-efficacy regarding their ability to deal with crises involving students, understanding and respecting human diversity, and understanding the law and professional ethics and applying them. In contrast, a low percentage of respondents reported stronger perceived self-efficacy regarding their ability to cooperate with faculty members and parents in general, as well as to plan and carry out complex teaching processes in a variety of situations requiring the teacher possess a wide range of innovative knowledge.