The Teacher Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction of High School General and Special Education Co-teachers: An Actor-Partner Interdependence Model

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dc.contributor.advisorKing-Sears, Margaret E
dc.contributor.authorJohnson, Todd Michael
dc.creatorJohnson, Todd Michael
dc.date.accessioned2017-01-29T01:14:55Z
dc.date.available2017-01-29T01:14:55Z
dc.date.issued2016
dc.description.abstractCo-teaching is a common service delivery model that high schools employ to provide students with disabilities (SWD) access to high quality content instruction and special education services (Magiera & Zigmond, 2005; Murawski, 2006; Zigmond & Magiera, 2001) by combining the unique skill sets of general and special educators. The purpose of the current study was to examine co-teachers’ self-efficacy beliefs, perceptions of personal compatibility, and active involvement in instruction, and to examine TSE and personal compatibility as potential predictors of co-teachers’ active involvement in instruction. Data gathered from 56 high school co-teaching dyads were analyzed using Actor-Partner Interdependence Modeling (APIM) to determine the relationships among TSE, personal compatibility, and active involvement in instruction. Results revealed that general and special education co-teachers did not differ on TSE and personal compatibility, but general education co-teachers did report significantly higher active involvement in instruction than special education co-teachers. Results of APIM analyses revealed that TSE was predictive of active involvement in instruction for general education co-teachers, but not for special education co-teachers. Personal compatibility was not predictive of active involvement in instruction for general education co-teachers or special education co-teachers. Finally, personal compatibility was not found to have a significant moderating effect on the relationship between TSE and active involvement in instruction. Results are discussed and suggestions for future research and implications for practice are provided.
dc.format.extent275 pages
dc.identifier.urihttps://hdl.handle.net/1920/10562
dc.language.isoen
dc.rightsCopyright 2016 Todd Michael Johnson
dc.subjectEducation
dc.subjectActor Partner Interdependence Model
dc.subjectCo-teaching
dc.subjectPersonal compatibility
dc.subjectSpecial education
dc.subjectStudents with disabilities
dc.subjectTeacher self-efficacy
dc.titleThe Teacher Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction of High School General and Special Education Co-teachers: An Actor-Partner Interdependence Model
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelPh.D.

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