Examining the Demographic Factors Influencing Special Educator' Integration of Self-Determination Concept into Instruction

Abstract

This study aimed to explore the impact of special education teachers’ demographics including gender, school level taught, educational program, and teaching experience on the integration of self-determination concept into their instruction. A total of 883 elementary and secondary special educators participated in the research. The Classroom Self-Determination Teaching Assessment (CSDTA) was developed to assess the degree to which teachers integrate the self-determination notion into their instruction. Data were analyzed using descriptive and inferential statistics. Results indicated that there was no interaction among the four factors, nor among any combination of three of them. In summary, secondary school teachers demonstrated a significantly higher degree of teaching independent living skills than their elementary school counterparts, particularly those with more extensive teaching experience. Moreover, teachers in resource classes exhibited a greater proficiency in teaching self-advocacy and goal-setting skills, while those in self-contained classes predominantly focused on instructing independent living skills. Recommendations are provided.