This dissertation examines the school factors which support and limit efficacy in rural special education resource room teachers. To explore these factors, a qualitative case study involving interviews, observations, and data analysis was conducted during the spring of 2010. Data collection included interviews and observations of the teachers, staff, and administrators at the Lincoln School District (a pseudonym). Interviews, observations, and document analysis protocols based on Albert Bandura's (1997) theories of self-efficacy were developed by the researcher for this study. Data collection took place at Lincoln Elementary School, Lincoln Middle School, and Lincoln High School during a four-week period in March and April 2010. All interviews were tape recorded, transcribed, and analyzed using a qualitative research approach.

The voices of the teachers, staff, and administrations who participated in this study are presented as findings and several conclusions were generated from the data. Findings from this study are framed by the characteristics of Bandura's research, including enactive mastery experiences, vicarious experiences, verbal persuasions, and physiological and affective states. Additional findings from this study diverged from Bandura's framework. These focused on sharing of community, professional modeling and mentoring, outside forces, and rural isolation. This research indicates that unless school leadership implements policies designed to increase the self-efficacy of rural special education resource room teachers, efforts will continue to result in high special education teacher turnover and increased difficulty attracting and retaining talented teachers to challenge and nurture these amazing students.