A Study of Teacher Efficacy of Special Education Teachers of English Language Learners With Disabilities

Abstract

Abstract This study examined the teacher efficacy of special education teachers of English language learners (ELLs) with disabilities by surveying 202 elementary special education teachers. Overall participant teacher efficacy scores were high. No statistically significant differences in efficacy scores were found for levels of teacher preparation, number of years of teaching experience, or socioeconomic status of the students. A statistically significant difference in perceived efficacy was found with self-reported proficiency in the language of the students. In addition, a multiple regression analysis indicated that proficiency in the language of the students accounted for significant variance in predicting the level of teachers' perceived efficacy. Responses to the open-ended questions about what was most helpful when working with ELLs with disabilities yielded two major themes: organizational issues and teacher issues. The results demonstrate the positive correlation between proficiency in the language of the students and teacher efficacy.