Teacher Self-Efficacy and Mathematics Achievement of Secondary-Level Students with Disabilities
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| Title: | Teacher Self-Efficacy and Mathematics Achievement of Secondary-Level Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Allison C. Nannemann, Sunaina Shenoy, Joshua Merrill |
| Source: | International Journal for Research in Learning Disabilities. 2025 8(1):34-47. |
| Availability: | International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: https://journals.ub.uni-koeln.de/index.php/IJRLD/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Students with Disabilities, Self Efficacy, Teacher Effectiveness, Correlation, Mathematics Achievement, Secondary School Students, Secondary School Teachers, Special Education Teachers, Mathematics Instruction, General Education, Teacher Qualifications, Teacher Characteristics |
| ISSN: | 2325-565X 2329-3764 |
| Abstract: | Students with learning and other education-related disabilities generally demonstrate low mathematics achievement. While this is a complex phenomenon, one related factor may be low teacher self-efficacy for teaching mathematics to these students. The current study was a preliminary investigation (N = 40) into (a) differences in self-efficacy between general, special, and dual-licensed educators and (b) correlations between teacher self-efficacy and student achievement. Findings revealed that special educators reported the highest self-efficacy for inclusive practice whereas dual-licensed teachers reported the highest self-efficacy for mathematics instruction. Correlations between teacher self-efficacy and student achievement were weak for general educators and strong for dual-licensed teachers (special educators not included in correlational analysis). Findings indicate the value of studying these constructs on a larger and more nuanced scale. Implications for practice include opportunities to merge knowledge of mathematics pedagogy with instructional practices for students with learning disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/3352 |
| Accession Number: | EJ1468389 |
| Database: | ERIC |
| Abstract: | Students with learning and other education-related disabilities generally demonstrate low mathematics achievement. While this is a complex phenomenon, one related factor may be low teacher self-efficacy for teaching mathematics to these students. The current study was a preliminary investigation (N = 40) into (a) differences in self-efficacy between general, special, and dual-licensed educators and (b) correlations between teacher self-efficacy and student achievement. Findings revealed that special educators reported the highest self-efficacy for inclusive practice whereas dual-licensed teachers reported the highest self-efficacy for mathematics instruction. Correlations between teacher self-efficacy and student achievement were weak for general educators and strong for dual-licensed teachers (special educators not included in correlational analysis). Findings indicate the value of studying these constructs on a larger and more nuanced scale. Implications for practice include opportunities to merge knowledge of mathematics pedagogy with instructional practices for students with learning disabilities. |
|---|---|
| ISSN: | 2325-565X 2329-3764 |
