title: Teachers' personalities and students' behavior in referrals for special education.
abstract: 84 regular classroom teachers completed four self-report personality scales (self-concept, tolerance, locus of control, and teachers' efficacy) and reviewed hypothetical records of three types of students (withdrawn, acting-out, and neutral) and made decisions for referral for each student to special education. Scores for self-concept, tolerance, locus of control, and teachers' efficacy were not related to their decisions to refer across types of students.
authors.affiliation: Georgia Public Schools, USA.
authors.forename: R B
authors.initials: RB
authors.lastname: Hill
authors.forename: A J
authors.initials: AJ
authors.lastname: Baldo
authors.forename: R C
authors.initials: RC
authors.lastname: D'Amato
mesh_terms: D000328:Adult; D004519:Education, Special; D005260:Female; D006801:Humans; D007389:Internal-External Control; D001523:Mental Disorders / Q000523:psychology*; D008875:Middle Aged; D010551:Personality; D010552:Personality Assessment; D012017:Referral and Consultation; D012649:Self Concept; D013334:Students / Q000523:psychology*; D013663:Teaching