An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom

In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead, they also believed the special educator provided a valid and valuable role in providing help to all students. All students reported high levels of school belongingness and self-efficacy. Some results matched other researchers' findings that special educators are less frequently the lead teacher, yet our results indicated students appreciated the support received from both co-teachers. Students' reports may have been influenced by their co-teachers' mastery approach to instruction, which emphasised students' individual progress versus a competitive approach. Implications for researchers and co-teachers include examining how supportive co-teaching can be transformed to maximise instructional experiences for students, and how positive co-teacher relationships translate to students' sense of belonging and increased self-efficacy.