Metrics
44 File views/ downloads
203 Record Views
Dissertation
Teacher Self-Efficacy: Including Students With Emotional Behavior Disability In Mainstream Elementary Classrooms
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2022
Abstract
Free and Appropriate Public Education (FAPE) requires all students, including those with disabilities, to be served in the least restrictive environment (LRE) or mainstream classroom. However, a gap exists between the LRE requirement and the practice of including students with disabilities, especially those with emotional behavior disability (EBD). Students with EBD are primarily served in the self-contained setting because of aggressive behaviors, resulting in low academic growth and high dropout rates. To increase the success of students with EBD in the mainstream, teachers must feel confident and equipped to meet the challenges. Teachers lack the self-efficacy to overcome the challenges of including students with EBD in the mainstream. The purpose of this interpretative phenomenological study was to explore the self-efficacy experiences of ten select elementary school teachers who teach students with EBD in the general education inclusive classroom in a Southeastern United States school district. This study used Bandura’s (1986) social cognitive theory and self-efficacy construct as the framework for exploring the phenomenon of teacher perceived self-efficacy. Data collection methods included the use of interviews and observations. The findings support Bandura's theory and the relationship between increased self-efficacy and success in overcoming challenges. Increasing teacher self-efficacy can increase the success of including students with EBD in the mainstream. Participants confirmed that personal mastery experiences are the primary source of increasing self-efficacy, whereas vicarious experiences and social persuasion are limited and less impactful. Future research should explore obstacles to vicarious experience opportunities and effective social persuasion in the school setting.
Files and links (1)
CC BY V4.0, Open Access
Details
- Title
- Teacher Self-Efficacy
- Resource Type
- Dissertation
- Contributors
- Mark Malisa (Advisor)Diane Bagwell (Advisor)Wisdom Mensah (Committee Member)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 270
- Copyright
- Unpublished work © Cynthia Lynn Ambrose-Spano
- Identifiers
- 99380090296106600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida