Theses and Dissertations

Date of Award

12-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. John Lowdermilk

Second Advisor

Dr. Hilda Silva

Third Advisor

Dr. Ralph Carlson

Abstract

This quantitative dissertation aims to describe and compare the perception of special education teachers' self-efficacy amid the COVID-19 pandemic using the practice of distance and their self-efficacy pre-pandemic using face-to-face instruction and describe the perceived valuable supports teachers received from educational leaders during the pandemic and considered valuable. The study population includes special education teachers teaching in inclusive settings before and during the pandemic in grades 6–12 in districts located in South Texas. The current study's data was analyzed using a two-way factorial analysis of variance, with both factors including repeated measures within subjects (2 x 3). A descriptive statistical analysis was also conducted to show how teachers felt supported and how much they valued the professional development opportunities they got during the COVID-19 pandemic while they were teaching using distance learning. The three hypotheses presented in the study were validated. The results indicated a difference between face-to-face and distance learning modes of instruction. Furthermore, the study found a difference among the self-efficacy domains and interactions between modes of instruction and self-efficacy domains. The outcomes of this dissertation contribute to the limited amount of research conducted in the field of special education teachers' perceptions of their self-efficacy levels while employing distance learning.

Comments

Copyright 2022 Vanessa G. Leal. All Rights Reserved.

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