Abstract
Special education teachers face various difficulties due to the uniqueness of their work, and these can impact their school culture. On the other hand, if given an opportunity or a resolution, like the Sociological Teachers Teaching Yoga (STETY) intervention program, this could increase the staffs’ sense of self-efficacy, thus affecting the school culture. This paper presents the findings of a research aiming to characterize teachers’ self-efficacy and school culture by participating in a group for a period of a ten-week yoga program. Qualitative research methods have been used for collecting and analyzing the data from 65 participants in total. The findings show that the Sociological Teachers Teaching Yoga (STETY) intervention program has impacted the participants’ self-efficacy and, therefore, the school culture.
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