The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants

TLDR

The study examined how teacher efficacy relates to selected instructional variables among direct and indirect special education teachers. Teachers were classified as direct service providers or indirect service providers depending on whether they delivered direct instruction or spent at least 50 % of their time consulting, collaborating, or team‑teaching with general educators. Efficacy was positively correlated with three instructional factors for both teacher types, but service type was linked only to Instructional Experimentation, leading to recommendations for teacher education.

Abstract

ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.