Date of Award

12-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Renee Akbar

Second Advisor

Bethel Cager

Third Advisor

Leslie Haas

Keywords

special education teachers, best practices, self-efficacy, teacher preparation, specially designed instruction, teacher support

Abstract

This phenomenological study examined the perceptions of self-efficacy of elementary special education teachers (SETs) providing services for students with disabilities (SWD) in the general education classroom setting. Additionally, this study explored the effect of job-embedded supports and the skill sets deemed essential to meet the needs of SWDs. Understanding methods that can enhance the skill sets and pedagogical knowledge of SETs beyond teacher preparation can provide schools and school districts with opportunities to build highly efficacious teachers and improve student outcomes. Participants were asked about the perceived impact of teacher preparation programs on the self-efficacy of practicing SETs and about job-embedded support structures offered to build a sense of efficacy. The research findings indicate that elementary SETs gain basic foundational knowledge of special education in their teacher preparation program; however, job-embedded supports help them build their self-efficacy. This study added to the existing literature focusing on SETs of students in more restrictive environments. The results of this study could provide targeted topics for professional development and training that support the needs of SETs, build their efficacy, and ultimately increase positive student outcomes.

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