| The purpose of this study was to explore potential factors associated with kindergarten through sixth grade general education teachers' access and usage of instructional management plans (IEP) and psychological assessment reports when attempting to address specific learning disabled students' needs in their classroom. Such factors included self-efficacy: student engagement, self-efficacy: instructional strategies, stress: time management, stress: work-related, stress: discipline and motivation, and teacher attitudes. The instrument contained four subsections, demographic section, teachers' sense of efficacy section, teacher stress inventory section, and ATDP section. The sample for this study included 196 general education teachers between the grades of kindergarten and sixth at the elementary school level. Quantitative methods using a correlational research design was used to answer the research questions of the study. Data was analyzed through multiple regression to determine the relationships between the independent variables and each of the dependent variables. The results of the regression analysis showed that there is a positive relationship between the efficacy, as measured by the teachers' sense of efficacy scale, of the general education teachers who teach kindergarten through sixth grade and the utilization of IEP and psychological assessment reports in the general education classroom setting. Also, there is a negative relationship between the stress levels, as measured by the teachers' stress inventory scale, of the general education teachers who teach kindergarten through sixth grade and the utilization of IEP in the general education classroom setting. Recommendation for action and future research was presented. |
