Date of Conferral



Doctor of Education (Ed.D.)




Tammy Hoffman


Students with special needs in secondary schools are not meeting standards as indicated by adequate yearly progress. Guided by Bandura’s social cognitive theory, the purpose of this mixed-methods study was to examine the relationship between general education teacher self-efficacy and academic achievement among students with disabilities. Quantitative data were collected from 23 general education teachers using the Teacher Efficacy for Inclusive Practice Scale and Collection of Classroom Assessment Data Form, in which general education teachers reported student academic achievement data in the form of end-of-chapter and end-of–unit summative quiz and test scores. A multiple linear regression analysis was used to investigate the dependent variable, academic achievement of secondary students, and 2 independent variables: general education teacher self-efficacy and disability status of students. Quantitative results indicated no relationship between teacher self-efficacy and student academic achievement. To further examine areas of reported lower teacher self-efficacy from the quantitative portion of the study, qualitative general education teacher interview data were collected from 20 participants from the same population. Responses were summarized, analyzed, and managed into themes and subtle trends. Qualitative results indicated negative feelings regarding teacher education programs and positive feelings regarding a desire for continuing professional development opportunities in the area of special education. The outcomes of this study may lead to positive changes in teacher education programs and professional development opportunities and may create a path for improved general education teacher preparation on providing instruction for students with disabilities.

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