Teachers of students with emotional disabilities: Personal characteristics and self-efficacy
AuthorHorton, Barbara D.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.
Degree ProgramGraduate College
Teaching and Teacher Education