Examining the Differences in Physical Educators’ Self-Efficacy to Teach Students With Disabilities Across Instructional Placements

Purpose : This study examined the differences in physical educators’ self-efficacy to teach students with disabilities across integrated and self-contained classes and the association between efficacy-relevant information on their beliefs in their capabilities to teach across each placement. Method : Physical education (PE) teachers ( n = 170) completed the Self-Efficacy to Teach Students with Disabilities Across Instructional Placements for Physical Education scale and a demographic questionnaire. Differences in self-efficacy between placements were tested using analyses of covariance, and associations between self-efficacy variables were explored via structural equation modeling. Results : No significant differences in PE teachers’ self-efficacy were found among teachers with experience teaching students with disabilities in only an integrated placement compared with a self-contained placement. However, those with experience teaching in both placements reported a significantly higher self-efficacy to teach in a self-contained placement. Favorable efficacy-relevant information directly predicted teachers’ self-efficacy in both placements and served as a mediator in the indirect relationship between unfavorable efficacy-relevant information and PE teachers’ self-efficacy beliefs. Discussion/Conclusion : Further research may explore diverse methodologies to connect the impact of efficacy-relevant information on PE teachers’ self-efficacy across instructional placements, enhancing our understanding of its consistency across instructional settings.