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Relationships were explored between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education. Participants were 230 Dutch primary teachers. Teacher self-efficacy proved to be a significant predictor of both problem ratings and referral chances in a MANCOVA design. Pupil problem type (learning, behavioral, or both) also had a significant effect on both dependent variables. Implications for further research are discussed.
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Meijer et al. (1988) studied this question.
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