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Dissertation
Impact of Special Education Courses on Teachers’ Efficacy for Inclusive Practice
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
This study investigated the relationship between general education teachers' perceived efficacy for inclusive practices and their exposure to special education teacher certification courses offered by a rural school district. The study adopted a quantitative ex post facto or causal-comparative methodology and measured teacher efficacy using the Teacher Efficacy for Inclusive Practices (TEIP) scale, an 18-question tool with three validated and reliable subscales. The study aimed to determine the difference in teacher efficacy for inclusive practices between two groups of teachers: those who had taken at least one special education certification course, and those who had not. The results of independent samples t tests revealed that there were no significant statistical differences between teachers who engaged in online special education courses and those who did not. This lack of difference was consistent across the three subscales and overall teacher efficacy for inclusive practices. The results aligned with literature showing that teachers generally feel capable of implementing inclusive practices. However, studies examining areas within the three subscales revealed that teachers encounter distinct challenges. Implications for policymakers involve assessing the overall effectiveness of these courses, investing in evaluation programs, and allocating more resources to teachers. Implications for professional practice include continuous learning, active participation in professional learning communities, and participating in locally conducted studies. Future research should consider adopting a mixed methods approach, which would provide the collection of more comprehensive data and detailed responses from participants.
Details
- Title
- Impact of Special Education Courses on Teachers’ Efficacy for Inclusive Practice
- Resource Type
- Dissertation
- Contributors
- Keri Fogle (Committee Chair)Patrick Yang (Committee Member)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 229
- Copyright
- Unpublished work © Jude Dulfo Loste
- Identifiers
- 99381357076906600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida