Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Abstract

The purpose of this study was to compare the differences in rural secondary special and general education teachers' perceptions of their efficacy in teaching students in an inclusive classroom. The sample consisted of 148 rural secondary general education and 32 special education teachers. The researchers used an independent-samples t test to determine if there was a difference in the efficacy of student engagement for general and special education teachers. Results indicated there was a significant difference in the efficacy of student engagement for general and special education teachers. The researchers completed further examination using stepwise multiple regression analysis to determine the extent to which teacher characteristics predict efficacy in student engagement. Implications of the findings for policy and practice in rural schools are also discussed.