High School Co-Teaching Partners' Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction

Autor/inn/en	Johnson, Todd M.; King-Sears, Margaret E.; Miller, Angela D.
Titel	High School Co-Teaching Partners' Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction
Quelle	In: Learning Disability Quarterly, 45 (2022) 2, S.96-107 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720919811
Schlagwörter	High School Teachers; Team Teaching; Self Efficacy; Interpersonal Relationship; Predictor Variables; Students with Disabilities; Congruence (Psychology); Teacher Effectiveness; General Education; Special Education Teachers; Teacher Characteristics; Collegiality; Teacher Collaboration + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teamteaching; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prädiktor; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Congruence; Psychology; Kongruenz; Psychologie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Kollegialität; Lehrerkooperation
Abstract	High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor-Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11