A CORRELATIONAL STUDY OF THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY AND ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN LOW-INCOME SCHOOLS
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Abstract
This quantitative study aimed to describe the impact elementary classroom teacher self-efficacy
has on students with disabilities achievement. The study took place in an urban elementary school
in the Southern Region of the United States. The researcher examined the beliefs of general
education teachers in grades K-5 regarding their self-efficacy. Descriptive statistics were
conducted to determine the teachers' self-efficacy levels related to teaching students with specific
learning disabilities data. The researcher reported individual raw scores and composite scores on
the Teacher Efficacy for Inclusion Scale to assess teachers' self-efficacy level who teach students
with specific learning disabilities. A Pearson r correlation research design was used to determine
the relationship between teachers' self-efficacy and the achievement of students with disabilities
on the Measure of Academic Progress (MAP) Assessment. The researcher found no correlation
between the Teacher Efficacy for Inclusion Scale and students with disabilities Measure of
Academic Progress (MAP) score. The researcher did not find significant differences based on the
teacher's years of experience, grade level taught, teaching certificate, or school. The mean
percentile scores for all school achievement on the reading and math MAP assessment were in the
low percentile range despite their high teacher self-efficacy survey scores on the Teacher Efficacy
for Inclusion Survey. The results show campuses must have high expectations for all students,
including students with a disability, to ensure academic growth and gains. Administrators,
teachers, and staff must work together collaboratively to ensure the success of their students with
disabilities.