Murray State Theses and Dissertations

Abstract

Special education teachers face unique challenges, and neurodivergent special educators possess distinctive strengths that can allow them to excel in the classroom. However, barriers, stigma, and ableism persist that have prevented neurodivergent individuals from accessing this career, receiving support, and thriving as special educators. Self-efficacy and executive functioning both correlate to success and retention within education. This research analyzed the relationship between special education teachers’ self-efficacy and executive functioning, specifically among neurodivergent special educators. Results concluded that a significant positive correlation exists between neurodivergent special education teachers’ executive functioning and self-efficacy. Attention to these results will highlight the importance of executive functioning support or professional development for neurodivergent special educators to increase their self-efficacy and theoretically overall success and retention.

Year manuscript completed

2026

Year degree awarded

2026

Author's Keywords

Executive functioning, self-efficacy, neurodivergent special educators, special education

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa Clark

Committee Chair

Teresa Clark

Committee Member

Landon Clark

Committee Member

Brian Bourke

Document Type

Dissertation

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