A Phenomenological Study Exploring the Experiences of General Education and Special Education Teachers Within the Inclusion Classroom: Exploring the Factors and Barriers of Success

The purpose of this qualitative, hermeneutic phenomenological study was to explore the inclusion experiences related to self-efficacy and barriers to inclusion for secondary general education teachers and special education teachers at a metro-area high school in Georgia. This study aimed to understand how do general education and special education describe their self-efficacy when teaching in an inclusive classroom? The theory guiding this study was Albert Bandura’s theory of self-efficacy as it explains the confidence levels associated with teachers’ experiences. This qualitative study utilized convenience sampling in a large rural high school setting. Data was collected using one-on-one interviews, participant journaling, and focus group sessions.