Teachers of students with emotional disabilities: Personal characteristics and self-efficacy

Persistent Link:
http://hdl.handle.net/10150/289888
Title:
Teachers of students with emotional disabilities: Personal characteristics and self-efficacy
Author:
Horton, Barbara D.
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Special.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Johnson, Bruce

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeachers of students with emotional disabilities: Personal characteristics and self-efficacyen_US
dc.creatorHorton, Barbara D.en_US
dc.contributor.authorHorton, Barbara D.en_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorJohnson, Bruceen_US
dc.identifier.proquest3089965en_US
dc.identifier.bibrecord.b44422076en_US
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