Quantitative explorations of teacher self-efficacy towards students with special needs

Research Article

Abstract

Teacher self-efficacy has been linked to positive student outcomes. This quantitative research study aimed to examine the mindsets and behaviors of regular education teachers concerning their ability to educate students with special needs. The modified Teacher Self Efficacy Survey was administered to general education teachers. Data revealed that general education teachers feel less efficacious for educating students with special needs in the areas of engagement, instructional strategies, and classroom management. This study makes recommendations for professional development, focused on educating students with special needs, provided to general education teachers. Particularly, the findings speak to the need for a more diverse, flexible, and comprehensive approach to implement teacher professional development activities to improve the achievement of students with special needs.