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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
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  Data: <searchLink fieldCode="AR" term="%22Allison+C%2E+Nannemann%22">Allison C. Nannemann</searchLink><br /><searchLink fieldCode="AR" term="%22Sunaina+Shenoy%22">Sunaina Shenoy</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+Merrill%22">Joshua Merrill</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Learning+Disabilities%22"><i>International Journal for Research in Learning Disabilities</i></searchLink>. 2025 8(1):34-47.
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  Data: International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: https://journals.ub.uni-koeln.de/index.php/IJRLD/index
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  Data: 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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 34
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: General Education
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Teacher Characteristics
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      – TitleFull: Teacher Self-Efficacy and Mathematics Achievement of Secondary-Level Students with Disabilities
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              Y: 2025
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