King-Sears, Margaret EJohnson, Todd Michael2017-01-292017-01-292016https://hdl.handle.net/1920/10562Co-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.275 pagesenCopyright 2016 Todd Michael JohnsonEducationActor Partner Interdependence ModelCo-teachingPersonal compatibilitySpecial educationStudents with disabilitiesTeacher self-efficacyDissertation