Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day-to-day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low-performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low-performing students, and special education teachers reported having moderate mathematical subject knowledge.

中文翻译：

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特殊教育和学科教师自我感知准备向低绩效中学生教授数学

过去十年的教育改革为有不同需求的学生创造了一个更具包容性的环境，并要求教师准备好在普通课堂上指导不同的学生。先前的研究已经确定，学生的成绩与教师素质和教师的效能信念相关。今天，数学的基本能力对于管理日常活动比以往任何时候都更加重要，因此，识别和教育支持数学成绩不佳的学生是必要的。本研究的目的是调查特殊教育和数学教师在向成绩不佳的中学生教授数学时感知到的教师效能信念。结果表明，特殊教育教师比数学教师具有更高的教师效能信念。教师经验、认证或性别对教师的效能信念没有影响。此外，学科教师报告了对教学成绩不佳的学生的高教学知识，而特殊教育教师报告了中等数学学科知识。