Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Robin Pierson
Second Advisor
Bendta Friesen
Third Advisor
Martinrex Kedziora
Abstract
Purpose: The purpose of this mixed methods research study was to identify and describe factors that impact elementary school general education teachers’ self-efficacy when supporting special education students in the general education classroom. The study was based on the three components of teacher efficacy for inclusive practices (inclusive instruction, collaboration, and behavior management). An additional purpose was to identify what had the greatest impact on general education teachers’ sense of self-efficacy when supporting students with special needs in the general education classroom.
Methodology: This study was a mixed method, nonexperimental descriptive design, phenomenological study. To gather samples, purposeful and convenience sampling methods were used, which allowed participants, who met certain criteria, to take part in the study. Participants were 15 general education elementary school teachers, who taught Grades 3–5. Data collection consisted of quantitative and qualitative data, including a background survey, the Teacher Efficacy for Inclusive Practice Short Form (TEIP-SF) scale and individual interviews. The methodology included statistical approaches and data coding and analysis.
Findings: The findings of this study indicated that general education teachers had high self efficacy in regard to inclusive instruction. Additional findings included general education teachers’ identified strategies of inclusive instruction, collaboration, and behavior management. Research Question 2 displayed factors that impact general education teachers’ self-efficacy when supporting students with special needs in the general education classroom.
Conclusions: The conclusions support the findings because general education teachers have high self-efficacy in regard to inclusive education. In addition, general education teachers use student collaboration to enhance student learning and collaboration with special education teachers and fellow colleagues to ensure student success. Reward systems and student praise resulted in positive impacts on students, and teachers identified feeling supported. Last, the need for proper training can increase general education teachers’ self-efficacy.
Recommendations: It is recommended that additional research on general education teachers’ self-efficacy, as well as research on effective approaches, be conducted to replicate this study to different populations. Additional recommendations included identifying top approaches in teacher support, identifying effective peer-collaboration techniques, and identifying effective professional development training.
Recommended Citation
Alarcon, Sheyna, "General Education Teachers’ Self-Efficacy Levels When Supporting Students With Special Needs in the General Education Classroom" (2026). Dissertations. 673.
https://digitalcommons.umassglobal.edu/edd_dissertations/673