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Graduation Term
Fall 2025
Degree Name
Doctor of Education (EdD)
Department
Department of Special Education
Committee Chair
Mark Zablocki
Committee Member
Sarah Ballard
Committee Member
Craig Blum
Abstract
This explanatory sequential mixed-methods study examines the perceptions of early-career special education teachers regarding their culturally responsive teaching self-efficacy (CRTSE). With the growing diversity in the classroom, it is important to understand how special education teachers in their early careers perceive their ability to implement culturally responsive teaching practices, especially in special education, where cultural and individual differences intersect. The study investigates teachers’ confidence levels in their skills to implement culturally responsive pedagogy (CRP) and the factors influencing their CRTSE across various skills. A survey was administered to a sample of early-career special education teachers (N = 46), measuring their perceived CRTSE across various skills. The survey was complemented by an in-depth interview (N = 6) to gain insights into the experiences, challenges, and preparation these teachers received in their teacher preparation program.
Findings revealed a high level of theoretical understanding of CRP. These teachers expressed confidence in their ability to implement culturally responsive practices while considering their learners’ diverse cultural backgrounds. However, interviews highlighted several challenges, including the application of CRP practices to students with disabilities. The study concludes with recommendations for practice and future research.
Access Type
Dissertation-ISU Access Only
Recommended Citation
Wirngo, Clare Nangsin, "Early-Career Special Education Teachers’ Perceived Culturally Responsive Teaching Self-Efficacy: A Mixed-Methods Study" (2025). Theses and Dissertations. 2246.
https://ir.library.illinoisstate.edu/etd/2246