Special Education Teacher Experiences and Efficacy During a Pandemic (COVID-19)
AuthorWilliams, Raina Lee
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractIn this study, special education teachers in Arizona provided responses to survey and interview questions about their experiences during the COVID-19 pandemic. Survey questions included topics such as: technology, communication with administrators, other teachers, students, and students’ parents, supports and resources, control over decisions being made, preparedness, teacher self-efficacy, and their plans moving forward. In the survey, on average, participants reported less clear and regular communication from their schools and districts during the pandemic than before. Survey participants reported having the resources they needed to teach before the pandemic more from their schools than their districts and during the pandemic reported having more from their districts rather than their schools. On average, participants felt good and effective at their job before the pandemic, and on average felt less good and less effective during the pandemic. Of the five interview participants, 80% felt they had the resources they needed to incorporate technology into their class before the pandemic and less than half reported not having all of the technological resources they needed during the pandemic. Four interview participants said that they felt they had opportunities to share their opinion regarding the pandemic, but they felt it wasn’t seriously considered for the final decision. Of the five special education teachers that participated in interviews, four of them said that transparency is the number one thing that they need moving forward. Implications for school administrators, administrators of teacher preparation programs, and special education teachers are discussed as well as recommendations for future research.
Degree ProgramGraduate College