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Professional Identity and Role Perceptions of Israeli Pre-Service Teachers in Special Education

Table 9: The contribution of the students’ background characteristics to the explained variance of the examined variables

Explained variables Explanatory variables B SE.B β R2
Jewish (n = 141)
Perceptions regarding professional identity Year of study1 -.31 .06 -.39*** .151***
Self-efficacy in teaching Year of study1 -.18 .09 -.17* .029*
Professional self-identity in special education Study model2 -.32 .11 -.24** .055**
Arab (n = 64)
Perceptions regarding professional identity Year of study1 .34 .12 .35** .125**
Self-efficacy in teaching Gender3 .69 .33 .26* .066*
Professional self-identity in special education Year of study1 .52 .15 .40*** .163***
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