Dissertation
Empowering student voice: a qualitative study of special educators' self-efficacy in teaching self-advocacy during transition planning
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011388
Abstract
This qualitative study explored secondary special educators' perceptions of their self-efficacy in teaching self-advocacy during transition planning for students with autism and intellectual and developmental disabilities. Despite federal transition mandates designed to support postsecondary preparation, students with autism and intellectual and developmental disabilities continue to experience barriers to postsecondary education, employment, independent living, and meaningful participation in adult life. Although self-advocacy is recognized as an important transition skill; limited research has examined how special educators perceive their confidence, preparation, and capacity to teach self-advocacy within secondary transition planning. Grounded in Social Cognitive Theory, Disability Studies in Education, and Disability Critical Theory, this study used a qualitative research design to examine educators' perceptions of self-efficacy, instructional practice, and contextual factors influencing self-advocacy instruction. Data were collected through demographic surveys and semi-structured interviews with secondary special educators who supported students with autism and intellectual and developmental disabilities. The study focused on how participants described their instructional approaches, professional preparation, collaboration, and experiences navigating compliance expectations and systemic barriers. Three major themes emerged from the findings. First, participants perceived self-advocacy as a foundation for student independence and postsecondary readiness. They described self-advocacy as essential for helping students communicate needs, understand strengths and challenges, participate in decision-making, and prepare for adult responsibilities. Second, participants described teacher self-efficacy as developing through experience, collaboration, professional learning, and personal initiative. Many participants reported limited preservice preparation but identified mentorship, professional development, intermediate unit supports, PaTTAN resources, and practical experience as important sources of confidence. Third, participants identified contextual factors that shaped their self-efficacy and transition planning practices, including compliance demands, limited resources, family involvement, interagency collaboration, teacher isolation, and responsibility overload. The findings suggest that special educators' self-efficacy in teaching self-advocacy is both individually developed and contextually influenced. This study contributes to the literature on teacher self-efficacy, transition planning, and self-advocacy instruction by centering the perspectives of special educators. Implications include the need for targeted professional development, stronger institutional support, improved interagency collaboration, and transition planning practices that move beyond compliance toward authentic student voice, agency, and postsecondary readiness.
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Details
- Title
- Empowering student voice
- Creators
- LaQuenta P. Montañez
- Contributors
- Kristine S. Lewis Grant (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- vi, 180 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022184575604721