Date Awarded


Document Type


Degree Name

Doctor of Philosophy (Ph.D.)




Megan Tschannen-Moran


In an effort to provide greater access and progress in the general education curriculum and higher levels of standards proficiency for students with disabilities, school districts across the nation have substantially increased placements in inclusive classroom settings. This thrust has significantly challenged and frustrated general educators due to their perceptions of incompetence related to meeting the needs of students with disabilities in the absence of appropriate training and support.;This study used mixed-methods research to explore differences in general educators' self-efficacy beliefs based on IEP-identified students' learning or behavioral challenges; variation in classroom practice between high and low self-efficacy teachers relative to instructional strategies, behavior events, and student engagement; and lastly, perceptions of professional development experiences related to skill and knowledge areas supportive of inclusive instruction. Study results revealed significant differences between general self-efficacy and the student engagement, management, and use of instructional strategies subscales for both students with learning and behavioral challenges. Classroom observations and follow-up interviews provided support of the many important differences between low and high self-efficacy teachers. Bivariate correlations indicated significant, positive relationships between professional development format delivery and perceived implementation level. Bivariate correlations also revealed significant, positive relationships between perceived follow-up support and implementation use. Implications of this study include the importance of targeted professional development and subsequent follow-up support to improve teacher understanding and use of effective practices with students who have IEP-identified learning and behavioral challenges.



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