Special Educators’ Perceptions of the Links Between Teacher Preparation and Teacher Self-Efficacy
Open Access DepositedNovice special education teachers enter the profession facing complex responsibilities, including implementing specially designed instruction, collaborating with general educators, and ensuring compliance with legal and procedural mandates. Despite these expectations, many early career special educators report feeling underprepared for the realities of their roles, reflecting a persistent gap between teacher preparation program content and the demands of secondary special education settings. These challenges can diminish self-efficacy, increase early career stress, and contribute to attrition. Understanding how preparation experiences shape the development of self-efficacy is therefore critical to strengthening both teacher readiness and retention.This qualitative study explored how novice high school special education teachers perceive the relationship between their preparation experiences and the development of their self-efficacy beliefs. Grounded in Bandura’s social cognitive theory, the study used the four sources of efficacy, mastery experiences, vicarious experiences, social persuasion, and physiological and emotional states, as an interpretive lens. The investigation also examined connections across five domains central to special education practice
specially designed instruction, inclusion and collaboration, transition planning, legal requirements and case management, and field-based practicum experiences. Semi-structured interviews were conducted with thirteen novice special educators who completed either traditional or alternative preparation pathways. Interviews were held remotely and professionally transcribed. Data were analyzed through iterative coding cycles, followed by axial coding to identify relationships among experiences, beliefs, and contextual factors. Themes were refined and synthesized into three overarching assertions that captured participants’ reflections on how preparation and early teaching shaped their confidence and professional competence. Findings indicated that authentic field experiences, opportunities to implement instructional practices, and supportive mentorship were primary contributors to self-efficacy development. Conversely, participants described significant gaps in preparation related to behavioral support, legal compliance, and collaborative practices, which constrained early confidence. Collectively, the results highlight the need for practice-based, coherent preparation programs and robust induction supports that cultivate the sources of self-efficacy necessary for novice special educators to thrive in complex secondary teaching environment.
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