Document Type
Dissertation
Date of Award
12-2022
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Viveca Grant Gwendolyn Goodwin, Delilah Gonzales, Ingrid Haynes, Holim Song
Committee Co-Chairperson
Gwendolyn Goodwin,
Committee Member 1
Delilah Gonzales
Committee Member 2
Ingrid Haynes
Committee Member 3
Holim Song
Keywords
• inclusive classrooms • majority minority • student success • Teacher self-efficacy
Abstract
According to the U.S. Department of Education National Center for Education Statistics (NCES, 2022), the number of students who require special accommodations in the classroom continues to increase. Because studies have shown that positive outcomes for students are directly linked to the self-efficacy of educators (Lotter et al., 2018; Neugebauer et al., 2019), educators who serve these populations must possess high levels of positive self-efficacy to handle the challenges associated with inclusive settings and specialized skills needed to achieve student success. The purpose of this study, which was guided and supported by the Social Cognitive Theory (Bandura, 1986), was to examine teacher self-efficacy perceptions of their ability to achieve student success in majority-minority inclusive classrooms and analyze the relationships between self-efficacy perceptions and age, gender, race, years of experience, level of education, and certification status of the participants. In this quantitative study, the research design was Correlational. The researcher investigated middle school reading teachers' perceptions of their ability to achieve success. Data was collected via an online survey of the Teacher Self-Efficacy Scale (Bandura, 1999), a valid instrument, coded and analyzed via SPSS utilizing the Multiple Regression statistical model. Data results showed significant relationships between personal demographic independent variables, age, gender, and race, (p<.001) and combined personal and social demographic predictor variables, age, gender, race, years of experience, level of education, and special education certification status, (p<.001) and the dependent variable, teacher self-efficacy perceptions of their ability to achieve student success in majority-minority inclusive classrooms.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Lewis, Debra Jean, "Self-Efficacy Perceptions of Middle School Reading Teachers in Majority Minority Inclusive Classrooms on their Ability to Achieve Students Success." (2022). Dissertations (2016-Present). 55.
https://digitalscholarship.tsu.edu/dissertations/55
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons