Date of Conferral
Rhonda A. Bohs
The research problem in this study involved the student cycling, or recidivism, problem associated with specialized education environments. In particular, alternative education students with attention deficit hyperactivity disorder are cycling in and out of alternative and regular education at a concerning frequency. This student recidivism problem affects the services of teachers who are trying to transform them into permanent regular education learners. The purpose of this study was to obtain specific information from these teachers, via the research questions, as it applies to the theoretical foundation of Bandura's self-efficacy construct, and methodological design of the study. The qualitative method of the study used a phenomenological approach and leadership model to obtain the lived experiences, thus, the perceptions and opinions, of the 10 interviewed teachers experiencing the student cycling problem. A continuous iterative process and constant comparative analysis with inductive analyses of significant statements was used to analyze the data. The study results revealed that the complex study problem affects self-efficacy, thus, their belief in the ability to effectively teach these students. Because nearly 4 decades have passed since Bandura introduced the construct of self-efficacy beliefs, it suggests that teachers' efficacy beliefs are related to their instructional practices and various student outcomes. This study helps to fill in the knowledge gaps within specialized education and attempts to bring teacher-voiced positive social change to the teaching profession and its services particularly within alternative education.
Charette, Lisa A., "Phenomenological Dynamic of How ADHD Student Recidivism Affects Alternative Education Teacher Services" (2018). Walden Dissertations and Doctoral Studies. 5684.