Graduation Term

Summer 2026

Degree Name

Doctor of Education (EdD)

Department

Department of Special Education

Committee Chair

Melinda R. Snodgrass

Committee Member

Debbie Shelden

Committee Member

Mark Zablocki

Committee Member

April Mustian

Abstract

In an increasingly diverse society, educators must be prepared to effectively instruct students from a wide range of cultural, linguistic, and ability backgrounds. Teacher self-efficacy in culturally responsive practices (CRP) is critical to achieving equitable educational outcomes, particularly in special education, where students often experience multiple forms of marginalization. Despite the importance of culturally responsive teaching, limited research has examined how special educators develop culturally responsive teaching self-efficacy (CRTSE) over the course of their professional careers, particularly in urban school districts serving culturally and linguistically diverse (CLD) populations.

This qualitative study explored the self-efficacy journeys of special educators and their perceptions of the factors that influenced their CRTSE development, including undergraduate teacher preparation and in-service professional development (PD). Specifically, the study examined how alumni of Illinois State University's (ISU) Learning Behavior Specialist (LBS I) program perceived the influence of their undergraduate preparation and subsequent professional learning experiences on their ability to implement CRP in Chicago Public Schools (CPS).

This interview study included 12 special education teachers who graduated from ISU between 2012 and 2018 and had taught in CPS for at least one year. Data were collected through semi-structured interviews along with demographic questionnaires and the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale (Siwatu, 2007). Interview questions were informed by participants’ demographic responses and CRTSE scores. Data analysis involved three rounds of coding, analytic memoing, and the development of assertions and propositions.

Results indicated that participants perceived their undergraduate preparation at ISU as the most considerable influence on their CRTSE development. Participants identified immersive clinical experiences, community engagement opportunities, reflective coursework, and mentoring relationships as particularly impactful in fostering confidence to implement CRP. Participants consistently described CRTSE as an evolving process that strengthened through authentic classroom experiences, reflection, and engagement with students, families, and communities. While PD and graduate education contributed to growth for some participants, they were generally viewed as less influential and more inconsistent than undergraduate preparation and professional practice. Findings further suggest that CRTSE is a developmental construct that continues to evolve throughout educators’ careers rather than a fixed outcome achieved during teacher preparation.

These findings have implications for teacher preparation programs, school districts, and policymakers seeking to improve culturally responsive special education practices. Results suggest that sustained clinical experiences, meaningful community engagement, intentional coursework focused on CRP, and ongoing opportunities for reflection are essential for developing educators who are confident and capable of serving CLD students with disabilities.

Access Type

Dissertation-Open Access

Download

Share

COinS