An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings
Date of Award
Doctor of Education (Ed.D.)
Judy Jackson May (Committee Chair)
Eftychia Papanikolaou (Committee Member)
Rachel Vannatta Reinhart (Committee Member)
Chris Willis (Committee Member)
Mike Zalar (Committee Member)
The purpose of this quantitative study was to examine the perceived teacher efficacy in co-teaching in inclusive classrooms among Resident Educators in Ohio. Novice teachers are required to participate in the program for the first four years of their teaching experience. Research shows that co-teaching is a necessary and effective practice in meeting the needs of all students. Higher teacher efficacy leads to more effective instruction. Data were collected utilizing the Teacher Efficacy for Inclusive Practice scale along with demographic questions. A total of 53 Resident Educators were included in the data analysis in December 2015. The study population included primary through high school special and regular education teachers.
Inferential statistics were utilized to analyze the three research questions. The first research question examined program (special education vs. regular education) differences in the number of college courses that discussed co-teaching along with the efficacy items and subscales from the Teacher Efficacy for Inclusive Practice scale. Special education Resident Educators reported significantly more college courses that discussed co-teaching than regular education Resident Educators. Special education teachers were also significantly more confident in designing learning tasks to ensure the individual needs of the students with disabilities were accommodated. And even more compelling, special education teachers were more able to serve as advocates for students with special needs because they possessed higher perceived self-efficacy in the governing laws and policies. The results showed that the increased perceived self-efficacy of special education teachers allowed then to more readily inform others who know little about the laws and policies related to the inclusion of students with disabilities than regular education teachers. Regular education Resident Educators, however, were significantly more confident in having students work together in pairs or in small groups than special education Resident Educators.
The second research question examined the Teacher Efficacy for Inclusive Practice scale items and the four subscales in relation to the number of years of teaching experience. Resident Educators in their third and fourth year of teaching had significantly higher perceived self-efficacy on one item in the Efficacy in Managing Behavior subscale, calming a student who is disruptive or noisy, than Resident Educators in their first and second year of teaching.
Research question three examined item and subscale differences based upon prior experience in inclusive teaching using t-test for independent samples. Resident Educators with prior experience in inclusive teaching had significantly higher perceived self-efficacy in informing others who know little about laws and policies relating to the inclusion of students with disabilities than Resident Educators without prior experience in inclusive teaching.
Three main conclusions were drawn from the findings of the study. First, special education teachers and those with more experience have more opportunities to learn about laws and policies relating to the inclusion of students with disabilities. Second, students majoring in special education receive more training in co-teaching. Lastly, Resident Educators are self-efficacious with inclusive teaching. The findings of the study offers policy and leadership implications for k – 12 education practice and higher education teacher preparation.
Wohlgamuth, Kelly J., "An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings" (2016). Leadership Studies Ed.D. Dissertations. 89.