Teacher self-efficacy and the social skill development of included students with special needs in the general classroom setting

Students with special needs increasingly are educated in the general classroom. Research suggests that teachers in the general education classroom often do not feel prepared to instruct students with special needs in their classrooms. This study used data from 2,961 students in Wave 2 of the Special Education Elementary Longitudinal Study (SEELS), collected by the U.S. Department of Education. Students in the sample were 7 to 14 years old and diagnosed with a variety of disabilities and included in the general classroom setting as part of their Language Arts instruction. This study examined the effects of teacher self-efficacy on the social skill development of students with special needs, and whether academic achievement mediated the relationship between teacher self-efficacy and student social skill development. Teacher self-efficacy, mediated by academic achievement, was found to predict student social skill development. Implications for future research and educational practice are discussed