SPECIAL EDUCATION TEACHERS’ SELF-EFFICACY DURING THE TIMES OF A GLOBAL PANDEMIC
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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 teachers' perceptions regarding the supports and valuable professional learning opportunities received during the pandemic. The population of the study includes secondary special education teachers teaching in inclusive settings prior and during the pandemic in districts located in South Texas.