Social cognitive theory has been used as a theoretical framework to explore the role of self-efficacy as a mediator in goal setting and performance in human resource, psychological, and school settings. For example in the study of a teacherÆs 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 teacherÆs self-efficacy. Research has linked training to positive attitudes toward inclusion which may reflect BanduraÆs 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 w

Milner, H. R. (2002). A case study of an experienced English teacherÆs self-efficacy and persistence through crisis situations: Theoretical and practical considerations. The High School Journal, 86(1), 28-36.

ill also be limited by the problem studied which is teacherÆs attitudes toward inclusion; thus teacherÆs abilities and other factors will not be studied. A third limitation in scope will include the variables measured: teacherÆs attitudes toward inclusion and their perceptions of success of special needs students. Additional variables such as characteristics of teacher