Date

7-15-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Susan Stanley

Keywords

ANCOVA, true experiment, performance feedback, behavioral skills training, special education teachers, low incidence disabilities

Disciplines

Education | Special Education and Teaching

Abstract

This quantitative true experimental pretest posttest design research study was conducted to determine the effect two types of performance feedback had on overall special education teacher efficacy and instructional strategies efficacy. Determining the effect is important because teacher efficacy positively impacts student academic outcomes. In-service public school special education teachers who teach students with low incidence disabilities from Virginia were randomly assigned to two different virtual trainings where the Teachers Sense of Efficacy Scale was used as both the pre-training and post-training instrument. An ANCOVA was performed on the data resulting in the first null hypothesis being rejected and the second null hypothesis was not rejected. The conclusion drawn is the type of performance feedback used as part of virtual trainings may have an impact of overall special education teacher efficacy. Recommendations for further study include expanding the population to include pre-service special education teachers and providing the training in-person rather than virtual.

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