Johnson and Jones publish article on self-efficacy in “Educational Renaissance”

Sarah Johnson Ed.D. associate professor and program director, moderate/severe, early childhood special education, and David Jones, Ph.D., student success coordinator for the School of Education, published the article “Special Educator Self-Efficacy: The Impact of Training and Experience” in Educational Renaissance November 3, 2021. The article is an empirical study comparing self-efficacy across three groups of teachers: those who are teaching and working toward a state credential, those who have a credential but are early in their careers and veteran teachers. The authors state: “The teacher shortage in California has made the first of these categories more popular. However, our study was the first to explore whether those teachers feel they are equipped and capable of the roles they serve in. Self-efficacy is an important marker in the field of education: it has implications for how long teachers stay in the field, how well children will perform academically and other important outcomes.” Educational Renaissance “provides an interdisciplinary forum among teacher educators at the Professorial, Dean, Provost and Presidential levels. The focus of the journal is on promising practices, policy, and research in teacher and school administrator preparation,” according to the website. The article can be seen at:


Wayne Steffen
Associate Director of Publications and Media Relations