Date
9-25-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
co-teaching, equity, free and appropriate public education, impairment, inclusion, Individuals with Disabilities Education Act (IDEA), least restrictive environment, rural school district, self-efficacy, students with disabilities
Disciplines
Special Education and Teaching
Recommended Citation
Rosser, Tilnisha Pritchard, "The Difference of Self-Efficacy Between General and Special Education Teachers In Rural Elementary Co-Taught Classrooms: Quantitative Causal Comparative" (2025). Doctoral Dissertations and Projects. 7503.
https://digitalcommons.liberty.edu/doctoral/7503
Abstract
This quantitative causal-comparative study examined differences in teacher self-efficacy between general and special education teachers in co-taught classrooms within a rural school district in the southeastern United States. A convenience sample of 162 participants (99 special educators and 63 general educators) completed the short form of the Teacher Self-Efficacy Scale (TSES), which assesses instructional strategies, classroom management, and student engagement. The Mann-Whitney U test was used to compare student engagement scores, and a one-way ANOVA analyzed differences in instructional strategies, classroom management, and total self-efficacy. Findings indicated no significant difference in instructional strategies; however, special educators demonstrated significantly higher scores in classroom management, student engagement, and total self-efficacy. These results underscore the need for policies mandating targeted professional development, including self-efficacy training for general educators prior to participation in co-taught classrooms. Further recommendations include implementing culturally responsive practices, fostering student–teacher relationships, and promoting structured collaboration between general and experienced special educators to enhance overall instructional effectiveness.
