The Perceived Influence of the Pre-Referral Process on Elementary General Education Teachers' Collective Efficacy

摘要

This research study explored the perceived influence of the pre-referral process on elementary general education teachers' collective efficacy. At the time of this study, literature on the pre-referral process had shown that teachers were more likely to implement processes that they believed to be fair and appropriate for students (Curtis et al., 2014; Papalia-Berardi & Hall, 2007). Additionally, research had shown that the inclusion of certain best practices within the pre-referral process resulted in an increase in effectiveness of the process. There was limited research however, that investigated if research-based best practices of the pre-referral process influenced teachers' beliefs in the process. Examining general education teachers' collective efficacy was imperative because teachers are the professionals who are expected to initiate the pre-referral process and implement interventions. Research has shown that pre-referral processes are more likely to be implemented if teachers believe those processes will help students (Papalia-Berardi & Hall, 2007). A group's collective efficacy can affect how much effort the group puts into their endeavor (Bandura, 1998). Therefore, investigating the influence of the pre-referral process on general education teachers' collective efficacy, as well as which best practices v influence the collective efficacy, is essential information for the educational field to improve pre-referral processes to include practices that teachers believe support students.;This descriptive, mixed methods, multiple case study investigated the pre-referral process at the elementary school level and how that process influenced elementary general education teachers' collective efficacy. The results of this study indicated that the pre-referral process influenced teachers' perceptions that their staff was able to do what was best for students through the pre-referral process. Some common practices that influenced teacher perceptions of the process were overall communication between all professionals throughout the process, the personality and communication style of case managers, and general education teacher inclusion on the Pre-referral Intervention Team (PIT).;The results of this study can provide information as to which best practices within the process contribute to teachers' perceptions of its effectiveness, which can increase collective efficacy and implementation.