Special Education Directors and Special Education Teachers’ Self-Efficacy for Serving Students with English Learner and Special Education Needs

ABSTRACT

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the various programs used and ideas concerning the work and interventions with English learners (Els) who receive SPED services were reviewed for possible discussion. Researchers utilised content analysis procedures to review and code the narrative responses from 24 SPED educators and 3 SPED directors. Peer-debriefing sessions occurred and allowed researchers to collapse categories and form themes from the narrative responses. Two themes derived from SPED teachers’ responses and one theme from SPED directors’ responses. Theme 1 (T1)-SPED Teachers Valued Research-Based Practices, and Theme 2 (T2)-SPED Teachers Expressed Frustration or Lack of Knowledge with the District’s ELs Curricular Program’s Connection with SPED Services. Researchers determined one viable theme, after two debriefing sessions, from SPED directors’ responses, Theme 3 (T3): SPED Directors Providing Outsourced Training Resources to Special Educators was a Source of Self-Efficacy. Researchers concluded more communication and the sharing of research-based instructional resources and coordinating cross curricular trainings were needed.

KEYWORDS:

• English learners
• English learners with special education needs
• perceptions
• self-Efficacy
• sheltered instruction
• special education
• special education teachers
• special education directors

Disclosure Statement

No potential conflict of interest was reported by the author(s).