Abstract
The purpose of this study was to obtain an understanding of inservice special education teachers’ collective teacher efficacy (CTE), culturally responsive teaching (CRT) self-efficacy, and outcome expectancy beliefs, as well as to examine the relationship among these efficacy beliefs. By using the validity and reliability of a self-made instrument, 344 teachers from three urban school districts completed responses. Participants showed somewhat less confidence in their schools’ efficacy for serving exceptional learners from diverse backgrounds. There were also significant relationships among CTE, CRT self-efficacy, and outcome expectancy, though the correlations were weak. Further discussion and implications will be provided.
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