38 designed to collect teachers’ levels of confidence in teaching, but from the perspective of teaching students with disabilities. The highest subscale mean of the TSDES was for teacher support and the lowest mean, which was much lower, was in related duties. Each test performed evaluated for differences within the TSES and TSDES, establishing a significant difference between all subscales, therefore the null hypotheses for RQ1 and RQ2 were rejected and alternative hypotheses accepted. In short, teachers believe they are more capable in performing related duties, general personal caregiving and hygiene tasks, but much less capable when it comes to utilizing curricular and instructional strategies to reach students with dyslexia and/or other related disorders. The use of histograms for visual representation of teacher responses indicated most subscale responses followed a normal distribution. However, the observable nonnormal distribution in some TSDES subscale histograms prompted the researcher to perform further analysis with the non-parametric Friedman ANOVA and Wilcoxon tests to account for the observable violation of normal distribution in the histograms. Both the ANOVA and the Friedman tests confirmed statistically significant differences between the TSDES subscales. The final quantitative data analysis was performed for RQ3 using the dependent sample t-test to compare the overall mean of the TSES with the overall mean of the TSDES. This analysis determined a statistically significant difference between the two scales. Teacher confidence was notably higher in general roles and responsibilities of teaching students in a classroom represented by the TSES scale. RQ4 was addressed with qualitative data analysis through interviews with teacher volunteers. Interviews were recorded and transcripts were created to analyze the teachers’ responses for similar ideas or themes. Volunteers were asked the same questions, and the researcher analyzed responses using a technique called coding, where participant responses were labeled and sorted into categories to explain recurring ideas. Table 1 provides the codes and the themes that resulted from the analysis of interview transcripts. Table 1 Findings Connected to RQ4 J'Aime C. Balogh, Ed.D.
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