Kariuki, Patrick2022-04-052022-04-052022-04-04http://hdl.handle.net/11558/6272The purpose of this study was to identify teacher-perceived self-efficacy in teaching inclusion students between the content areas of General Core, Fine Arts, and Career Technical Education. The participants consisted of 40 teachers ten from each content area of General Core tested and non-tested, Fine Arts, and Career Technical Education at a selected school district with two high schools in Northeast Tennessee during the 2021-2022 school year. Data were collected using a survey that was distributed to approximately 150 teachers from the two high schools in one school district in Northeast Tennessee. A total of 40 teachers were selected to participate in the study. The results were derived from the analysis of six research questions. Research questions 1, 3, 4, 5, and 6 were analyzed using one-way Analysis of Variance (ANOVA). Research question 2, was analyzed using an Independent t-test. No significant difference was found between teachers in the three content areas on their perceived self-efficacy in teaching inclusion, collaboration, differentiating instruction, and managing students’ behavior. Similarly, no significant difference was found between teachers with advanced degrees and those without advanced degrees on their perceptions of self-efficacy. However, a significant difference was found between teachers' experience and their perceptions of self-efficacy when teaching inclusion. The results suggest that most teachers have adequate preparation in teaching inclusion.en-USIndividual Education PlanInclusionPull-out servicesEducationGeneral CoreFine ArtsCareer Technical EducationSelf-efficacyDissertation