Commitment to Philosophy, Teacher Efficacy, and Burnout among Teachers of Children with Autism

Journal of Autism and Developmental Disorders

Volumn 33, Issue 6, 2003, Pages 583-593

  Jennett, Heather K ^a,c   Harris, Sandra L ^a   Mesibov, Gary B ^b  

^a RUTGERS UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c The State University of New Jersey   (United States)

Author keywords

Applied behavior analysis; Autism; Burnout; Commitment; TEACCH; Teacher efficacy

Indexed keywords

ACADEMIC ACHIEVEMENT; ADULT; ARTICLE; AUTISM; BEHAVIORAL SCIENCE; BURNOUT; CHILD BEHAVIOR; CONTROLLED STUDY; EDUCATION PROGRAM; FEMALE; HUMAN; MALE; PHILOSOPHY; PRIORITY JOURNAL; PROFESSIONAL PRACTICE; QUESTIONNAIRE; TEACHER; TRAINING;

ADULT; ATTITUDE; AUTISTIC DISORDER; BURNOUT, PROFESSIONAL; CHILD; FACULTY; FEMALE; HUMANS; MALE; QUESTIONNAIRES; REPRODUCIBILITY OF RESULTS; SELF EFFICACY; STUDENTS; TEACHING;

EID: 0348048576     PISSN: 01623257     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:JADD.0000005996.19417.57     Document Type: Article

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