The problem that this correlational quantitative survey research study sought to examine was whether perceived secondary school teacher self-efficacy, in terms of collaboration, was related to the level of implementation of inclusion practices within special education classrooms. The purpose of this study was to contribute to researchers' understanding of how collaboration takes place and whether shared leadership theory, as a means of measuring the amount of collaboration that takes place in an organizational environment, can help to explain these processes so that teacher education inclusion programs can be improved. The theoretical framework that guided this study was Bandura's (1977, 1994) self-efficacy theory. The study aimed to examine possible correlations between teachers' self-efficacy and the level of inclusion practices within teaching teams, perceptions of shared leadership in decision making, and perceptions of the level of stress these different teachers face in their jobs. A sample of 100 teachers were surveyed online using three pre-tested and validated quantitative instruments: the Inclusion Climate Scale, the Teacher Efficacy Scale, and the Collaborative Climate Scale. Regression analysis were used to determine if there was a correlation between the variables. Findings showed that there was no correlation between teachers' self-efficacy and the level of inclusion practices within teaching teams, no difference between general and special education teacher perceptions of shared leadership or decision making, no difference between teacher perceptions of positive inclusion practices, and no statistically significant difference between teacher perceptions of the level of stress they face in their job. Based on the findings from the study, it may be assumed that limitations on sample size and geographic scope of the present study were significant. Future research is needed in order to address these limitations and discover whether the results of the current study can be verified through an adaptation of the methodology or its scope.
|Commitee:||Jackson, Sherian, Williamson, Feranda, Wold, William|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/06(E), Dissertation Abstracts International|
|Subjects:||Education, Special education, Curriculum development|
|Keywords:||Collaboration, Inclusion, Self-efficacy theory, Shared leadership theory, Teacher education, Teacher perception|
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