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PERSONAL COMPATIBILITY, SELF-EFFICACY, AND ACTIVE INVOLVEMENT OF CO-TEACHERS IN ELEMENTARY SCHOOL CLASSROOMS
Mazzarella Kennedy, Nicole
Mazzarella Kennedy, Nicole
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Thesis/Dissertation
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2025-05
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Teaching & Learning
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https://doi.org/10.34944/4cny-5t84
Abstract
Co-teaching is a common delivery method of instruction in elementary school classrooms that provides students with disabilities access to the general education curriculum. The purpose of this study was to examine the personal compatibility of elementary school general education and special education co-teachers, and to determine if teacher self-efficacy (TSE) and personal compatibility influence their active involvement (shared responsibility) in instruction in co-taught classrooms. The research study sought general and special education teachers with current and previous co-teaching experience. The online survey consisted of five components that focused on personal and intact partnership demographic information, a Teacher Sense of Efficacy Scale (TSES), a Co-Teacher Relationship Scale (CRS) and an Active Involvement in Instruction Scale. Different analyses such as multiple regression, t-test, and correlation were used to answer the three research questions guiding this study. A total of 111 (n = 111) participants who completed this survey. Of those 111 participants, 58 (n = 58) identified as general education teachers and 53 (n = 53) identified as special education teachers ranging from first year to 20 or more years of experience. Results of the study showed that both TSE and teacher compatibility (CRS) correlated significantly with active involvement (shared responsibility), but the strongest correlation was with compatibility and active involvement. Results indicated that teachers who are more compatible will have an easier time accomplishing this wide range of activities together and teachers with higher levels of self-efficacy also had an easier time sharing responsibilities with their co-teacher. Co-teachers who had strong self-efficacy and a higher level of compatibility were more likely to have a higher level of active involvement, or shared responsibility, with their co-teaching partner. Results of this study also showed that none of the demographic variables assessed correlated with active involvement (shared responsibility). Finally, the differences between general education teachers for compatibility and active involvement were not significant. However, there was a significant difference in self-efficacy with a medium effect size with general education teachers having a higher level of self-efficacy. Results are discussed and suggestions for future research and implications for practice are provided.
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