Date of Conferral

10-9-2025

Degree

Ph.D.

School

Psychology

Advisor

Dr. Rolande Murray

Abstract

This qualitative study examined how special education teachers perceived their teaching effectiveness in supporting students identified with emotional and behavioral disorders (EBD). The study addressed a gap in the literature by examining the factors that influence special educators’ sense of self-efficacy when working with this population. Bandura’s theory of self-efficacy served as the conceptual framework. A generic qualitative research design was employed, and data were collected through semi-structured interviews with eight participants from two central Texas school districts. Braun and Clarke’s thematic analysis guided the coding and interpretation process, supported by MAXQDA software. Analysis of the data revealed seven key themes. Participants reported higher self-efficacy when they experienced supportive relationships with students, access to relevant professional development, collaboration with colleagues, and autonomy in implementing individualized behavioral strategies. In contrast, persistent student behavioral challenges, limited support, and role-related stress contributed to emotional exhaustion and diminished teaching confidence. The findings suggest the importance of targeted training, systemic behavioral supports, and ongoing professional development in fostering teacher efficacy and improving student outcomes. This study contributes to the existing body of knowledge by offering practical insights from teachers who work directly with students with EBD. The potential for positive social change includes informing educational leaders, teacher preparation programs, and policymakers about the systemic support necessary to promote teacher retention, reduce burnout, and enhance equitable educational opportunities for students with EBD.

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