Self-Efficacy Towards Parental Denial of the Condition of Children with Disability

Abstract

This study examined how special education teachers’ self-efficacy influenced their management of parental denial regarding children with disabilities. While teacher self-efficacy is vital for effective communication and intervention, research specifically addressing its role in navigating parental resistance remains limited. This qualitative inquiry explored the lived experiences of teachers through in-depth interviews, investigating their efforts to guide families toward acceptance. Findings revealed that high self-efficacy is critical in alleviating parental emotional stress, specifically addressing self-blame and isolation. Furthermore, the research identified a reciprocal relationship: structured parental engagement and consistent dialogue not only mitigate denial but also enhanced teachers' professional confidence. Conversely, low self-efficacy often allows parental denial to persist, delaying essential support. The study underscores the necessity of professional development focused on communication and emotional intelligence, providing a framework for educators to foster collaborative, resilient partnerships with families in the special education context.