Date of Conferral

2-14-2024

Date of Award

February 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Don Poplau

Abstract

Teachers in American public schools have been challenged with implementing effective instructional practices for students with disabilities (SWDs) in inclusive classrooms. Among the broad category of SWDs, students with emotional and behavioral disorders (EBDs) are among those whose social and academic progress continues to be of concern. The purpose of this basic qualitative study was to understand perceptions of general education teachers’ self-efficacy when instructing middle school students with EBDs in inclusive classrooms within a northeastern school district in New Jersey. The conceptual framework for this study was Bandura’s social cognitive theory. The research question involved how general education teachers described their self-efficacy when instructing middle school students with EBDs in inclusive classrooms. Semi-structured interviews were conducted to gather data from 10 purposefully-selected middle school teachers who teach students with EBDs in inclusive classrooms. Interview recordings were transcribed, analyzed, and coded for themes that were used to address the research question. Results from this study indicated that factors, including the national teacher shortage, lack of ongoing PD on inclusive practices, and limited opportunities to collaborate with staff familiar with inclusive teaching compromised their levels of self-efficacy. Findings from this study may promote positive social change by helping general education teachers better meet needs of EBD students in their classrooms. Administrators may use findings from this study to inform their practice when supporting students with EBDs as well as planning for professional development needs of teachers. Furthermore, this study will better inform school administrators about supports that are needed to promote quality learning and teaching environments.

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