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This study examined concurrent validity between the Teacher Efficacy Beliefs and Behaviors Scale-TEBBS (Nunn, 1998) with the Indicators of RtI Effectiveness Scale-JJRES (Nunn, 1999). A total of 429, K-12 educators participating in a statewide RtI initiative were respondents. Pearson Product-Moment correlations indicated significant relationships between TEBBS scales of Instructional Methods Efficacy (IME), Motivational Methods Efficacy (MME) and External Control Efficacy (ECE) with 1RES scales of Effectiveness of interventions (EI), Satisfaction with RtI Results (SRR), Collaborative Teaming and Intervention (CTJ.), and DataBased Decision-Making (DBDM). Discussion of prior research and heuristic value of this research is provided.
As Ashton (1986) has pointed out, the concept of "teacher efficacy" is the belief that teachers develop regarding their influence upon student learning and behavioral outcomes. Researchers have demonstrated the importance of this concept as related to several significant educational outcomes such as teacher persistence (Gibson & Dembo, 1984), enthusiasm (Guskey, 1984), behavioral management (Woolfolk.Rosoff , & Hoy, 1990), willingness to initiate and maintain educational innovations (Guskey, 1988), effectiveness in promoting student achievement (Ross, 1992), motivating students (Midgley, Feldlaufer, & Eccles, 1989), and influencing the development of self-efficacy in students (Anderson, Greene, & Loewen, 1988).
As Tschannen-Moran, Hoy, and Hoy (1998) note, the importance of examining how teacher efficacy is associated with correlates in the educational environment has important implications for both teacher and student success. With this in mind, a particularly timely topic for educators is Response to Intervention orRtl. RtI has been stimulated by recentlegislativemandates,e.g.IDEIA(2004), which encourage greater accountability for results of efforts in general education that support the learning needs of all children . Within these mandates is emphasis upon utilizing scientifically-based interventions and ongoing systematic progress monitoring to demonstrate improvements in outcomes (Brown-Chidsey &Steege,2005).
As RtI is increasingly applied in our schools, research attention has turned to the impact that this process may have upon those at the front lines of its implementation, i.e., teachers and support personnel in schools. As Nunn (2007) has pointed out, effective interventions bring about effective teachers who are skilled and capable of dealing with the difficult academic...