For example in the study of a teacherĘs self-efficacy and persistence through crisis situations, it was found that high levels of self-efficacy resulted in perseverance in the face of hardship (Milner, 2002). Inclusion is a situation that may include difficult aspects which test a teacherĘs self-efficacy. Research has linked training to positive attitudes toward inclusion which may reflect BanduraĘs description of mastery, a component of self-efficacy. Teacher self-efficacy theory can be used to further understand the relationship between teacher attitudes toward inclusion and their perceptions of success of special needs students.
This study will be limited in scope to local high school teachers that will be chosen due to convenience. Thus the results may not generalize to other teachers in different geographic locations. The scope of the study will also be limited by the problem studied which is teacherĘs attitudes toward inclusion; thus teacherĘs abilities and other factors will not be studied. A third limitation in scope will include the variables measured: teacherĘs attitudes toward inclusion and their perceptions of success of special needs students. Additional variables such as characteristics of teachers and students or situational variables such as time spent teaching these students will not be assessed.
Additional limitations for the study will include the use of a small volunteer sample. While findings may generalize to a similar population the small amount of subjects will provide only a limited view of the topic. Thus threats to external validity may be present. In addition, since the study will take place outside of a laboratory, there may be threats to internal validity. For example events that take place outside of the study may influence self-re