Teacher Efficacy of Secondary Special Education Science Teachers

Author(s)

Celeste BontonFollow

Date

12-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jaunine Fouche

Keywords

Certification, Inclusion, Resource, Science Instruction, Secondary Teachers, pecial Education

Disciplines

Accessibility | Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research | Educational Methods

Recommended Citation

Bonton, Celeste, "Teacher Efficacy of Secondary Special Education Science Teachers" (2017). Doctoral Dissertations and Projects. 1606.
https://digitalcommons.liberty.edu/doctoral/1606

Abstract

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.