Special Educator Belonging, Efficacy, and Shared Responsibility: A Case Study on Inclusive Settings and Collegial Relationships
Special Educator Belonging, Efficacy, and Shared Responsibility: A Case Study on Inclusive Settings and Collegial Relationships
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Issue Date
2025-09
Authors
Toth, Jennifer
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Abstract
The problem addressed in this study was that although special educators are essential members of a public school faculty, their feelings of belonging, efficacy, and perceptions of shared responsibility are not well supported by the conditions in the school setting. This qualitative descriptive case study aimed to provide a deeper understanding of special educators' perspectives on how inclusion practices influenced their professional experiences, using a conceptual framework that combined social learning theory and sensemaking theory. The study used a multiple case study design with a sample of 10 secondary level special educators in Massachusetts who had at least one year of experience in inclusive classroom settings. Data were collected through a combination of open-ended questionnaires, semi-structured interviews, and reflective journaling. Purposive and snowball sampling methods were used to recruit participants. Data coding and analysis involved hand coding and used reflexive thematic analysis to identify patterns and identified six themes within the data. The key findings demonstrated that special educators' professional experiences were shaped by the unique interplay between workplace environments, personal beliefs about their effectiveness, and role interpretation. The research reinforced that relying on isolated efforts to support special educators’ sense of efficacy and belonging is insufficient. The study's implications for practice suggest that fostering intentional collaboration, clarifying roles, and strategically reallocating resources are necessary to create a shared understanding of collective roles. This study makes a significant contribution to the body of research and literature on special education and provides actionable guidance for administrators and policymakers.
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Keywords
Sense of belonging , Efficacy , Special Educator , Educational Leadership & Learning Lifelong