Theses and Dissertations

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Peter Ross

Committee Member

David Weintraub

Committee Member

Kimberly Durham,

Keywords

education research, educational outcomes, educator support, general education, general education teachers, inclusion, mixed-methods study, professional development, qualitative analysis, questionnaire scores, self-efficacy and teacher retention, self-efficacy, self-efficacy measurement, special education, teacher attitudes, teacher confidence, teacher dedication, teacher effectiveness, teacher experiences, teacher retention, teacher self-efficacy, teacher shortage, teacher perceptions, thematic analysis

Abstract

This applied dissertation studied the problem of the national teacher shortage by considering the impact of the inclusion movement on general education teachers’ self efficacy. This mixed-methods study sought to contribute to the body of literature examining factors responsible for poor teacher retention and factors responsible for low teacher self-efficacy. Nine participants were interviewed and administered the Teacher Effective Inclusion Self-Efficacy, Knowledge, and Attitudes Measure. The researcher conducted coding and thematic analysis of the interview transcripts and six themes emerged. The researcher scored the questionnaires and compared the scores to the responses provided in the interviews.

Themes revealed that the participants generally enjoyed teaching in inclusion settings. They overwhelmingly felt that inclusion could use improvement by way of additional support from different sources. However, they were all dedicated to trying to make the inclusion environment better for both their general and special education students. Seven participants reported having a higher current sense of self-efficacy as compared to 5 years ago. Two participants reported that they had a lower sense of self-efficacy as compared to 5 years ago. This aligned with these two participants having questionnaire responses both falling below the average score. The results showed that there was no statistically significant relationship between inclusion and either self-efficacy or teacher retention.

However, there was a general trend regarding stronger self-efficacy and teacher retention. The two participants reporting lower senses of self-efficacy both left the teaching profession temporarily and later returned. The other seven participants with higher self efficacy reported they were unlikely to ever leave teaching. Results indicate a need to further investigate the relationship between self-efficacy and teacher retention, and to address educator concerns regarding the implementation of inclusion.

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