Exploring the relationship between special education administrative support and the self-efficacy of special education teachers

This study contributes to the literature about the impact of administrative support on the self-efficacy of special education teachers. Current research identified three dimensions of teachers’ self-efficacy: classroom management, instruction, and student engagement (Ewy, 2007; Heneman, Kimball, & Milanowski, 2006; Klassen, Bong, Usher, Chong, Huan, Wong, & Georgiou, 2009; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Hoy, 2001; Tschannen-Moran & Hoy, 2007; Voris, 2011). Previous studies have also established four types of administrative support: emotional, instructional, managing the environment, and technical (Balfour, 2001; Combee, 2014; Ewy, 2007; Otto & Arnold, 2005; Thornton, Peltier, & Medina, 2007). This study investigated the impact of each of the four types of administrative support on each of the three dimensions of teacher efficacy. Although this study’s participants reported high levels of efficacy, the correlation to administrative support was weak. These findings are contrary to previous research. Instead, this study found that longevity in the field superseded administrative support. The implication of this study is that school districts need to revisit the types of administrative support, the intensity and timing of such support for their special education teachers.