DISPROPORTIONALITY OF MULTILINGUAL LEARNERS IN SPECIAL EDUCATION: A MIXED METHODS STUDY EXPLORING THE RELATIONSHIP BETWEEN TEACHER SELF-EFFICACY AND SHELTERED INSTRUCTION

Abstract Jessica Braynor DISPROPORTIONALITY OF MULTILINGUAL LEARNERS IN SPECIAL EDUCATION: A MIXED METHODS STUDY EXPLORING THE RELATIONSHIP BETWEEN TEACHER SELF-EFFICACY AND SHELTERED INSTRUCTION 2025-2026 Hajime Mitani, Ph.D. Doctor of Education in Educational Leadership This study addressed the issue of disproportionality of multilingual learners (MLs) in Special Education. Using mixed-methods explanatory sequential design, the study examined the relationship between sheltered instruction implementation, domain-specific self-efficacy (pedagogical-content, linguistic, and sociocultural), and referrals of MLs to Intervention & Referral Services (I&RS) and Special Services. Quantitative data were collected from general education teachers using measures of Sheltered Instruction Observation Protocol (SIOP) implementation and self-efficacy, along with referral data. Pearson correlation analyses were conducted to examine relationships among variables and explore self-efficacy as a moderating factor. Qualitative data were gathered through semi-structured interviews with a subsample of teachers to explain and expand upon quantitative findings. Results revealed a strong, positive correlation between SIOP implementation and overall teacher self-efficacy. When examining the relationship between SIOP implementation and referrals, subgroup analyses suggested that self-efficacy moderated referral patterns. Findings underscore the importance of strengthening teacher preparation and professional development related to pedagogical-content, linguistic, and sociocultural self-efficacy to support equitable instructional and referral practices for MLs.