Unprepared and Overwhelmed: Gaps in Teachers' Self-Efficacy for Multilingual learners with Disabilities

• In Event: Reframing Teacher Preparation and Praxis Through Disability, Culture, and Teacher Identity

Abstract

This mixed-methods study examines teacher self-efficacy across career stages in supporting dual-identified students, multilingual learners with disabilities. Guided by Bandura’s social cognitive theory, 122 K–12 special educators completed the Teacher Sense of Efficacy Scale, and eight participated in interviews. Early-career teachers reported the lowest self-efficacy in instructional strategies, classroom management, and student engagement. Growth was most notable between early- and mid-career stages. Qualitative findings revealed persistent gaps in preparation related to language and disability, with teachers relying on trial-and-error approaches to address these needs. Results highlight the role of experience and the need for targeted, integrated professional development. The study contributes to special education by identifying systemic inequities and preparation gaps affecting inclusive practice for dual-identified learners.

Author

• Jocelyn Belden, Georgia State University