Doctor of Philosophy (PhD)
Educational & Clinical Studies
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This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be doing as best practice. Second, it intended to study the roles and responsibilities that co-teachers report fulfilling. Finally, whether self-efficacy is a predictor of co-teacher roles and responsibilities is further reported.
Three hundred twenty co-teachers participated in the study: one hundred sixty special education and 160 general education teachers in a large urban school district in the southwestern United States. Bandura’s Teacher Self Efficacy Scale (1994) was used with a tool for co-teachers designed specifically for this study.
Results of this study indicate that co-teachers, general education and special education, reported executing fewer roles than what they considered best practice. Both general and special educators reported engaging in different tasks than their co-teaching partners in the areas of co-instruction, co-planning, and co-behavior management. Co-teachers who reported having greater self-efficacy were, according to the survey results, more likely to plan and differentiate together.
co-teaching; roles and responsibilities of co-teachers; self-efficacy; survey
Education | Educational Leadership | Special Education and Teaching
Van Heck, Janet, "The Relationship between Roles and Responsibilities of Co-teachers and Co-teacher Self-efficacy" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3178.