Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Derek Schroll
Abstract
There is limited information regarding specific types of training general education teachers want or need to meet the needs of students with emotional disturbance (ED) in inclusion settings. Many teachers are assigned in inclusive settings without advanced training related to inclusion to effectively teach students with ED. Guided by Bandura’s social cognitive theory, this study was used to determine general education teachers’ perceptions of what types of training are needed to increase their perceived ability to effectively teach students with ED. Research questions helped determine what types of training general education teachers feel are needed to increase their self-efficacy to teach students with ED in the general education classroom. A basic qualitative case study design was used to select 11 general education teachers who teach or have taught students with ED in the general education classroom in a northern Georgia school district. Data for the study were obtained through interviews that were recorded and transcribed, then analyzed and coded using open and axial coding. Participants identified the need for training that focuses on de-escalation strategies, identifying triggers of students, and reasons for ED. This study may contribute to positive social change by identifying needed types of training for teachers who can increase their self-efficacy when working with students with ED. District personnel can use results to make decisions regarding training needed for general education teachers who work with students with ED in inclusion classrooms.
Recommended Citation
Johnston, Darleen, "General Education Teachers’ Perceived Preparedness to Teach Students with Emotional Disturbance" (2022). Walden Dissertations and Doctoral Studies. 12727.
https://scholarworks.waldenu.edu/dissertations/12727
