School of Education
Doctor of Philosophy in Education (PhD)
teacher attitudes, self-efficacy, student engagement, instructional practices, classroom management, inclusive classroom setting
Wood, Stephanie Marie, "The Relationship Between Secondary Teachers’ Self-efficacy Subscales of Student Engagement, Instructional Practices, and Classroom Management, and Attitudes About the Inclusive Setting" (2023). Doctoral Dissertations and Projects. 4229.
The purpose of this quantitative correlation study is to determine if there is a relationship between in-service secondary teachers’ self-efficacy regarding student engagement, instructional practices, and classroom management and their attitudes toward the inclusive setting. Secondary teachers’ self-efficacy is imperative to student engagement, instructional practices, and classroom management in an inclusive setting. The study surveys 67 in-service middle and high school level general education teachers from a single, rural school district in eastern Pennsylvania. Data were collected using two surveys which are the long form of Teachers’ Sense of Efficacy Scale and The Scale of Teacher’s Attitudes towards Inclusive Classroom. Data were collected anonymously through Survey Monkey. A Pearson product-moment correlation was used to analyze the data. The results revealed a statistically significant positive correlation at a very large effect size between student engagement and attitudes toward inclusion, instructional practices and attitude toward inclusion, and classroom management and attitudes toward inclusion.