Date of Conferral
10-21-2025
Degree
Ph.D.
School
Psychology
Advisor
Leaan Stadtlander
Abstract
This qualitative phenomenological study explored educators’ perceptions of implementing professional development training (PDT) in inclusive classrooms. Inclusive training could benefit both teachers and students with disabilities. Few researchers had previously examined educators’ attitudes and beliefs about implementing inclusive PDT and teaching students with disabilities. The research question focused on how educators applied inclusive instructional training in their classrooms. This phenomenological study investigated the attitudes and perceptions of eight public school teachers regarding the implementation of professional development in their inclusive classrooms and their biases toward these students, using Fishbein and Ajzen’s theory of reasoned action as a framework. Interview data were analyzed through coding and theme development. The themes in their responses highlighted the importance of inclusive PDT and its implementation. The data showed that most public school educators held positive attitudes toward special education and their students; however, they expressed a need for more inclusive PDT to effectively co-teach in general education classrooms. Therefore, the findings pointed to the potential for positive social change among educators in public schools through inclusive PDT to improve inclusive instruction for students with disabilities.
Recommended Citation
Syed, Saleha Ahmed, "Perceptions of Educators Toward Implementing Professional Development Training in Inclusive Classrooms" (2025). Walden Dissertations and Doctoral Studies. 18486.
https://scholarworks.waldenu.edu/dissertations/18486
