| The purpose of this qualitative case study was to explore the development of co-teaching relationships in a high school setting in a small rural Georgia community. This study also explored how high-school special and general education teachers constructed collective efficacy beliefs that affected the development, implementation, and sustainment of a successful co-teaching relationship. Social cognitive theory was the theoretical foundation used for this study. The research questions focused on how general and special education teachers perceived a successful co-teaching relationship, what factors facilitated successful co-teaching relationships, and how general and special education teachers' constructed collective efficacy beliefs that affected the development, implementation, and sustainment of a successful co-teaching relationship. Data collection consisted of observations, semi-structured individual and focus group interviews, and a review of relevant documents. Participants consisted of eight general education and five special education teachers. The researcher discovered that a good working relationship and establishment of a quality team approach are essential in the development of co-teaching relationships. The seven themes that emerged were: quality of working relationship, teams, nature of working relationship, facilitating collaboration strategies, collaborative teaching strategies, beliefs about inclusion, and effects of accountability on teaching which helped to identify ways to successfully establish and sustain positive and successful co-teaching relationships. Study findings may provide education practitioners with ideas in regard to methods to develop effective and appropriate programs that could improve co-teaching relationships. |
