Running Head: SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILTIES
Self-Efficacy and Teaching Students with Disabilities:
An Annotated Bibliography
Student Name
Liberty University
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SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES
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Abstract
The field of special education is consistently plagued with staffing shortages due to high
attrition. Identifiably, burnout leads to many teachers’ decisions to seek career opportunities
outside of special education. Research indicates that teacher burnout is derived from low levels
of self-efficacy. In efforts to increase job-satisfaction and competency within the many
specializations which make-up special education, research supports that teacher education
programs should be all-inclusive of the various disabilities and settings which teacher candidates
may service following graduation. Additionally, continual and applicable professional
development opportunities, for both special education teachers and general education teachers,
can support greater perceived self-efficacy in teaching students with disabilities.
Keywords: self-efficacy, special education, burnout
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Self-Efficacy and Teaching Students with Disabilities:
An Annotated Bibliography
Early Intervention and Special Education Practitioners
Bruder, Dunst, and Mogro-Wilson (2011), investigated the self-reported competence of
practitioners who design and implement instruction for preschool students with disabilities in the
United States. Using two surveys, the authors gathered feedback from 1,892 participants. The
survey assessed the participants’ self-efficacy beliefs of confidence and competence in six
separate practices. Overall, the results obtained indicate that participants perceive themselves to
be more confident, than they are competent, in using both procedural and intervention practices.
The only practice which the participants found themselves to be more competent, than they are
confident, was teaming and collaboration. When placed on a continuum, the participants’ highest
ranking scores in both confidence and competence were in the practice of teaming and
collaboration. The authors indicated that future investigation on the positive and negative
experiences which shape a practitioner’s self-efficacy is necessary. Relatively, the authors
implied that further investigation is required on the effects of pre-service training on self-efficacy
as a professional practitioner.
Preparation of Teachers of Students with Autism
Busby, Ingram, Bowron, Oliver, and Lyons (2012) indicate that the ineffective teaching
of children with autism stems from a lack of motivation and low self-efficacy. Based upon this,
the authors sought participation from graduate education students who reported no experience
with teaching students with autism. Using a Nominal Group Technique, participants were shown
video clips of instruction of a child with autism. Following the video viewing, participants were
then asked what challenges they perceived would be experienced as a teacher of a student with
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autism. From this, the following five challenges were identified: highly individualized
instruction, time-consuming parent-teacher collaboration, disruption in the general education
setting, extensive data collection for students’ IEPs, and general education teachers’ lack of
knowledge for inclusion. From these challenges, perceived needs were derived. Overall, the
findings from this study represent that there are barriers to the effective inclusion of students
with autism. In order to enhance the self-efficacy of teachers providing inclusion to students with
autism in the inclusion setting, the authors offered curriculum recommendations for pre-service
teaching curriculums. As the authors indicate, a limitation of this study is the population being
comprised of only Troy University students. Special education preparation programs could
utilize the design of this study to determine whether or not their students feel equipped for
serving students with autism following graduation.
High Quality Special Education Teachers
Carlson, Lee, and Schroll (2004) used factor analysis to test five teacher quality factors.
The five teacher quality factors analyzed were experience, credentials, self-efficacy, classroom
practices, and professional activities. Data was gathered via telephone interviews from a total of
1,475 special education teachers who taught in grade levels ranging from preschool to secondary
education. Overall, the authors conclude that the factors which contribute to teacher quality for
special education teachers are consistent with those of general educators. Specifically, the
authors indicate that the self-efficacy and teachers’ beliefs are important for special education
teacher quality. However, the authors imply that further research is necessary to determine
whether self-efficacy scores are derived from varying personality characteristics or from preservice preparation programs.
SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES
Self-Efficacy and Special Education Referrals
Identifying the referral for assessment as the first step in providing students with special
education services, Egyed and Short (2006) investigated the relationship between teaching
efficacy and referring student for assessment. Since teacher burnout is a derivative of low levels
of self-efficacy, the authors also investigated the influence of burnout on the likelihood to refer.
Overall, the study evidenced that teachers, who were uncertain about whether to refer a student,
reported higher levels of burnout, whereas teachers who reported lower levels of burnout
reported greater certainty about when to refer a student. Lastly, the authors were unable to
identify a relationship between self-efficacy and likelihood to refer. The authors provide the
implication that further training and professional development on behavior management could
increase teachers’ self-efficacy and allow for more perceived confidence when determining the
true need for a referral.
Special Education and Students who Exhibit Challenging Behaviors
Gebbie, Ceglowski, Taylor, and Meils (2012) conducted interviews before, during, and
after the implementation of a training on positive behavior supports with five preschool special
education teachers. The teachers included in this study identified that they required additional
support with dealing with challenging behaviors in the classroom. The trainings provided to the
teachers were available via online formats and all interviews were audio taped for subsequent
analysis. The information derived from this study demonstrates that all special education
teachers, novice and expert, can benefit from continued professional development. The authors
also indicate that social interaction with colleagues supports teacher self-efficacy. However, the
authors imply that future research is required to determine if interaction with colleagues in an
online format is as beneficial to teacher efficacy when compared to a face-to-face format.
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Teachers’ Learned Helplessness
Gotshall and Stefanou (2011) investigated teachers’ self-perceptions on their abilities to
teach students with disabilities. The sample included 33 elementary and middle school teachers,
and four student teachers. Participants completed four separate questionnaires. Overall, this study
revealed that a relationship does exist between self-efficacy and learned helplessness. Based
upon this relationship, working environments need to support the self-perceived empowerment
of teachers in the presence of difficulty. Also, teachers who receive more support/consultation
reported lower levels of learned helplessness, whereas teachers who reported less
support/consultation demonstrated greater degrees of learned helplessness. This study does
provide evidence that continual and on-going support for teachers of students with disabilities
can have beneficial impressions.
Response to Challenging Behaviors
Hastings and Brown (2002) provided questionnaires to 70 school staff members who
work with students with either intellectual disabilities or autism. The questionnaires were aimed
at measuring behavioral knowledge, behavioral causes, efficacy in managing challenging
behaviors, and emotional consequences to challenging behavior. The authors identify a
relationship between their emotional reactions to challenging behavior and perceived behavioral
causes. Additionally, increased behavioral knowledge related to emotional reactions to
challenging behavior. Also, teachers’ low levels of self-efficacy did predict the emotions of fear,
anxiety, depression, and anger. The authors imply that future research should highlight the
change of teachers’ self-efficacy over time and the impact of teachers’ self-efficacy on
challenging behaviors.
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Students with Self-Injurious Behaviors
Jasper and Morris (2012) specifically investigated the self-efficacy of special educators
who teach students who display non-suicidal self-injurious behaviors. Using a 3-point Likert
scale, the authors collected data from 390 special educators. Of the 390 sampled, 305
participants agreed that they work, or have worked, with students with non-suicidal self-injurious
behaviors. Additionally, 276 participants reported that they were untrained to manage the nonsuicidal self-injurious behaviors of students. Teachers who had been trained to manage these
behaviors reported higher levels of self-efficacy. Profoundly, many educators who work with
students who display non-suicidal self-injurious behaviors have received no training. Overall, the
authors imply that there is a great need for further specialized training for special education
teachers. As this article depicts, an increase in training relates to an increase in self-efficacy for
special education teachers.
Skill Ratings for Teaching Students with Disabilities
King-Sears, Carran, Dammann, and Arter (2012) took a sample of teacher education
students from four colleges and universities. The researchers developed a survey tool, which was
derived from a tool included content produced by the Council for Exceptional Children for
preparing special educators. Each survey was completed by a student had completed student
teaching. The survey encompassed the following six domains: instructional strategies, learning
environment, instructional practice, assessment, professional practice, and behavior. When
compared, special education students rated their self-efficacy of working with students with
disabilities higher than the general education students. Additionally, the researchers sought to
investigate the influence of traditional student teaching on the self-efficacy ratings of general and
special education teachers. Overall, the authors found that traditional student teaching promotes
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higher self-ratings in all domains, except behavior. Thus, the authors imply that new teacher
mentorships/orientations could benefit from these findings in order to prepare all teachers to
work with students with disabilities. Also, the rating scores provide evidence for the benefit of
traditional student teaching placements.
Intern Teachers and Teacher Preparation
Lee, Patterson, and Vega (2011) discuss the increased likelihood, when compared to
general educators, of special education teachers leaving the profession after the first year. Based
upon this, the authors collected data, using a survey-method, from 154 special education intern
teachers in California. In California, the intern teacher is provided special education licensure for
a 2 year period, while they complete the required coursework for full licensure. The surveys
provided included items based upon personal teaching efficacy and general teaching efficacy.
The authors found that the quality of support received is related to personal teaching efficacy.
They also concluded that heavy workloads do affect the self-efficacy of special education
teachers. The authors provide the implication that school districts must work to implement
effective supports, to include supportive and healthy relationships, for intern teachers. Lastly, the
authors discuss the importance of quality traditional teacher education programs, including
student teaching, to the overall self-efficacy of new teachers.
Serving Students in the Inclusion Setting
Leyser, Zeiger, and Romi (2011) studied the influence of teacher education, experience
with children with disabilities, and training in inclusive education, on the self-efficacy (general
teaching efficacy, efficacy of socialization, and for teaching low achievers) of general and
special education teachers. The sample population included 992 teacher education majors
enrolled in 11 different teacher education colleges in Israel. The authors found that the years in
SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES
college did impact self-efficacy in the social domain. In all four factors of self-efficacy, special
education majors reported higher self-efficacy than general education teachers. Teacher
candidates who reported having some previous experience with children reported slightly
significantly higher efficacy of socialization. Lastly, training in inclusion did promote higher
levels of self-efficacy. Based upon this, preservice coursework of both special and general
educators does affect the perceived self-efficacy for teaching students with disabilities in the
inclusion setting.
Teaching Students with Autism and Coping
Ruble, Usher, and McGrew (2011) surveyed 35 special education teachers who teach
students with autism. The surveys completed represented the following three areas of selfefficacy: sense of mastery, social persuasion, and physiological/affective state. The authors
found no impact of years of teaching experience on self-efficacy ratings. Secondly, the authors
found that social persuasions from administrators had no impact on self-efficacy ratings. The
authors provide the possible explanation that teachers of students with autism consult more
consistently with autism specialists and not their administrators. Lastly, teachers who reported
higher levels of confidence reported lower levels of burnout. Burnout was only significant with
the classroom management subscale. However, due to the design of this study, the authors are
unable to conclude if the significance is derived from poor classroom management skills or
teachers’ lack of belief in their in their management skills. Overall, the authors provide the
implication that the inclusion of autism coursework in teacher preparation could assist in raising
the self-efficacy of teachers of students with autism.
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SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES
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Classroom Structure and Teacher Efficacy
Using a sample size of 774 general and special educators, Shippen et al. (2011)
investigated the impact of classroom structure on the efficacy reported at the secondary and
elementary grade levels. Participants completed two questionnaires (Bender Classsroom
Structure Questionnaire and Teacher Efficacy Scale). Overall, this study demonstrated that
special educators are more effective at individualizing instruction for students with disabilities,
than general education teachers do. Since the findings of this study demonstrate a difference in
the instructional practices between special education teachers and general education teachers
when teaching students with disabilities, the authors provide the implication that general
education preservice coursework provide additional content related to teaching students with
disabilities to enhance teacher confidence with regards to teaching students with disabilities.
Also, the authors emphasize the need for continual professional development regarding coteaching in the inclusion setting.
Autism, Treatment Orientation, and Self-Efficacy
Siu and Ho (2010) investigated the impact of treatment orientation on the self-efficacy of
teachers of students with autism. The two primary treatment orientations when serving students
with autism are Applied Behavior Analysis (ABA) and Treatment and Education of Autistic and
Communication-related Handicapped Children (TEACCH). Teachers adhering to one of these
two orientations were compared with a group of teachers who do not prescribe to a specific
treatment orientation. Overall, the researchers found that by teaching according to a specific
treatment orientation yields an increased sense of personal teaching efficacy when working with
students with autism. Also, teachers who practice ABA demonstrate a high sense of personal
teaching efficacy. In addition to further study, the authors provide the implication that
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continuous training and development should be provided for professionals who work with a
specialized population of students, such as students with autism, in order to enhance self-efficacy
and lessen teacher burnout.
Collective Efficacy, Teacher Self-Efficacy, & Job Satisfaction
Viel-Ruma, Houchins, Jolivette, and Benson (2010) evaluated the relationship between
collective efficacy, teacher self-efficacy, and job satisfaction. Although the authors also sought
to seek a relationship between the variables of collective efficacy, teacher self-efficacy, and job
satisfaction, and various demographical variables (i.e. licensure status, grade level), there was no
significant relationship evidenced. From the information gathered from 70 special education
teachers, the authors concluded that relationships do exist between teacher efficacy and job
satisfaction and teacher self-efficacy and collective efficacy. The authors provide the implication
that the increased provision of professional development opportunities for special education
teachers could increase self-efficacy, and in turn, increase job satisfaction. Also, school
improvements in curriculum, discipline, and community-status could increase collective efficacy,
which could improve teacher self-efficacy.
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References
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Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children
with autism: Addressing teacher challenges and preparation needs. Rural Educator,
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Carlson, E., Lee, H., & Schroll, K. (2004). Identifying attributes of high quality special education
teachers. Teacher Education and Special Education, 27(4), 350-359.
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