ORCID
https://orcid.org/0009-0004-9091-2712
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Dr. Joan Birringer-Haig
Second Advisor
Dr. James Coviello
Third Advisor
Dr. Jenny Yang
Abstract
Grounded in Bandura's social cognitive theory, this quantitative, non-experimental study examined the relationship between teacher role, training, and experience and their self-efficacy regarding the inclusion of students with disabilities. A total of 107 K-12 teachers from a large, suburban school district participated and completed an online demographic survey and the Teacher Efficacy for Inclusive Practices (TEIP) Scale. Two-way ANOVAs found that teacher training (certification and professional development) significantly impacted teacher self-efficacy. Teachers with dual certifications and more than seven hours of professional development reported higher self-efficacy scores. Teachers collaborating more than one hour per week also had significantly higher self-efficacy scores. The independent samples t-test showed that special education teachers had higher self-efficacy than general education teachers. Descriptive statistics found that most teachers reported that collaboration and professional development are the most essential support needed to improve the inclusion of students with disabilities. The results of the study provide recommendations for future research and policymakers. The findings of this research underscore the importance of teacher preparation programs, targeted professional development, and collaboration in fostering teacher self-efficacy for inclusive education.
Recommended Citation
Zedalis, Marian, "TEACHER ROLE, TRAINING, EXPERIENCE, AND SELF-EFFICACY TOWARD THE INCLUSION OF STUDENTS WITH DISABILITIES" (2025). Theses and Dissertations. 883.
https://scholar.stjohns.edu/theses_dissertations/883