Labeling Students with Learning Disabilities and Teachers’ Self-Efficacy in Delivering Effective Instructional Interventions

This study examined whether labeling students with learning disabilities influences teachers’ self-efficacy beliefs in delivering effective instructional interventions. A descriptive survey design was employed using two versions of a questionnaire that differed only in the terminology used to describe students. In the reading questionnaire, the labeled version referred to “students with dyslexia,” whereas the unlabeled version referred to “students with reading difficulties.” In the mathematics questionnaire, the labeled version referred to “students with dyscalculia,” whereas the unlabeled version referred to “students with mathematics difficulties.” The sample comprised 307 teachers who were randomly assigned to two groups: 156 responded to the labeled version and 151 to the unlabeled version. The results showed statistically significant differences in teachers’ self-efficacy beliefs in favor of the unlabeled version in both reading and mathematics. These findings indicate that the use of diagnostic labels may shape teachers’ beliefs about their ability to provide effective instructional interventions. The study recommends increasing teachers’ awareness of learning disabilities and using labels judiciously to maximize their educational benefits while minimizing potential negative effects.