{"id":{"repo_id":"gmu","oai_identifier":"oai:MARS:1920/10562"},"canonical_url":"https://search.dev.ndltd.org/etd/gmu/oai:MARS:1920/10562","repository":{"repo_id":"gmu","name":"George Mason University","base_url":"https://mars.gmu.edu/server/oai/request"},"display":{"title":"The Teacher Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction of High School General and Special Education Co-teachers: An Actor-Partner Interdependence Model","abstract":"Co-teaching is a common service delivery model that high schools employ to provide students with disabilities (SWD) access to high quality content instruction and special education services (Magiera & Zigmond, 2005; Murawski, 2006; Zigmond & Magiera, 2001) by combining the unique skill sets of general and special educators. The purpose of the current study was to examine co-teachers’ self-efficacy beliefs, perceptions of personal compatibility, and active involvement in instruction, and to examine TSE and personal compatibility as potential predictors of co-teachers’ active involvement in instruction. Data gathered from 56 high school co-teaching dyads were analyzed using Actor-Partner Interdependence Modeling (APIM) to determine the relationships among TSE, personal compatibility, and active involvement in instruction. Results revealed that general and special education co-teachers did not differ on TSE and personal compatibility, but general education co-teachers did report significantly higher active involvement in instruction than special education co-teachers. Results of APIM analyses revealed that TSE was predictive of active involvement in instruction for general education co-teachers, but not for special education co-teachers. Personal compatibility was not predictive of active involvement in instruction for general education co-teachers or special education co-teachers. Finally, personal compatibility was not found to have a significant moderating effect on the relationship between TSE and active involvement in instruction. Results are discussed and suggestions for future research and implications for practice are provided.","abstract_html":"Co-teaching is a common service delivery model that high schools employ to provide students with disabilities (SWD) access to high quality content instruction and special education services (Magiera & Zigmond, 2005; Murawski, 2006; Zigmond & Magiera, 2001) by combining the unique skill sets of general and special educators. The purpose of the current study was to examine co-teachers’ self-efficacy beliefs, perceptions of personal compatibility, and active involvement in instruction, and to examine TSE and personal compatibility as potential predictors of co-teachers’ active involvement in instruction. Data gathered from 56 high school co-teaching dyads were analyzed using Actor-Partner Interdependence Modeling (APIM) to determine the relationships among TSE, personal compatibility, and active involvement in instruction. Results revealed that general and special education co-teachers did not differ on TSE and personal compatibility, but general education co-teachers did report significantly higher active involvement in instruction than special education co-teachers. Results of APIM analyses revealed that TSE was predictive of active involvement in instruction for general education co-teachers, but not for special education co-teachers. Personal compatibility was not predictive of active involvement in instruction for general education co-teachers or special education co-teachers. Finally, personal compatibility was not found to have a significant moderating effect on the relationship between TSE and active involvement in instruction. Results are discussed and suggestions for future research and implications for practice are provided.","abstract_has_math":false,"creators":["Johnson, Todd Michael"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-27T19:51:52Z","subjects":["Education","Actor Partner Interdependence Model","Co-teaching","Personal compatibility","Special education","Students with disabilities","Teacher self-efficacy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/10562"],"render_values":[{"text":"hdl:1920/10562","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Actor Partner Interdependence Model","Co-teaching","Personal compatibility","Special education","Students with disabilities","Teacher self-efficacy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/10562"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["Co-teaching is a common service delivery model that high schools employ to provide students with disabilities (SWD) access to high quality content instruction and special education services (Magiera & Zigmond, 2005; Murawski, 2006; Zigmond & Magiera, 2001) by combining the unique skill sets of general and special educators. The purpose of the current study was to examine co-teachers’ self-efficacy beliefs, perceptions of personal compatibility, and active involvement in instruction, and to examine TSE and personal compatibility as potential predictors of co-teachers’ active involvement in instruction. Data gathered from 56 high school co-teaching dyads were analyzed using Actor-Partner Interdependence Modeling (APIM) to determine the relationships among TSE, personal compatibility, and active involvement in instruction. Results revealed that general and special education co-teachers did not differ on TSE and personal compatibility, but general education co-teachers did report significantly higher active involvement in instruction than special education co-teachers. Results of APIM analyses revealed that TSE was predictive of active involvement in instruction for general education co-teachers, but not for special education co-teachers. Personal compatibility was not predictive of active involvement in instruction for general education co-teachers or special education co-teachers. Finally, personal compatibility was not found to have a significant moderating effect on the relationship between TSE and active involvement in instruction. Results are discussed and suggestions for future research and implications for practice are provided."]},{"key":"dc:title","label":"Title","values":["The Teacher Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction of High School General and Special Education Co-teachers: An Actor-Partner Interdependence Model"]}]}],"canonical_facts":{"dc:date.issued":["2016"],"dc:description.other":["Co-teaching is a common service delivery model that high schools employ to provide students with disabilities (SWD) access to high quality content instruction and special education services (Magiera & Zigmond, 2005; Murawski, 2006; Zigmond & Magiera, 2001) by combining the unique skill sets of general and special educators. The purpose of the current study was to examine co-teachers’ self-efficacy beliefs, perceptions of personal compatibility, and active involvement in instruction, and to examine TSE and personal compatibility as potential predictors of co-teachers’ active involvement in instruction. Data gathered from 56 high school co-teaching dyads were analyzed using Actor-Partner Interdependence Modeling (APIM) to determine the relationships among TSE, personal compatibility, and active involvement in instruction. Results revealed that general and special education co-teachers did not differ on TSE and personal compatibility, but general education co-teachers did report significantly higher active involvement in instruction than special education co-teachers. Results of APIM analyses revealed that TSE was predictive of active involvement in instruction for general education co-teachers, but not for special education co-teachers. Personal compatibility was not predictive of active involvement in instruction for general education co-teachers or special education co-teachers. Finally, personal compatibility was not found to have a significant moderating effect on the relationship between TSE and active involvement in instruction. Results are discussed and suggestions for future research and implications for practice are provided."],"dc:identifier":["hdl:1920/10562"],"dc:subject":["Education","Actor Partner Interdependence Model","Co-teaching","Personal compatibility","Special education","Students with disabilities","Teacher self-efficacy"],"dc:title":["The Teacher Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction of High School General and Special Education Co-teachers: An Actor-Partner Interdependence Model"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T19:51:52Z"}