Exploring the Relationship Between Administrative Support and the Self-Efficacy of Special Education Teachers

• In Event: 79.049 - Supporting and Sustaining Capacity: Leadership in Special Education

Abstract

This study contributes to the literature about the impact of administrative support on the self-efficacy of special education teachers. Current research identified three dimensions of teachers’ self-efficacy: classroom management, instruction, and student engagement. Previous studies have also established four types of administrative support: emotional, instructional, managing the environment, and technical.

Although this study’s participants reported high levels of efficacy, the correlation to administrative support was weak. This study found that longevity in the field superseded administrative support.

The implication of this study is that school districts need to revisit the types of administrative support, the intensity, and timing of such support for their special education teachers.

Author

• Angelina Dickey, California State University - Bakersfield