Date of Award

Spring 5-15-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

Self-efficacy, behaviors, SEL, teachers

Abstract

This study explored possible correlations among elementary general education teachers’ knowledge of Social Emotional Learning (SEL), their perceived self-efficacy, and their responses to students’ challenging behaviors. It was hypothesized that teachers with increased levels of SEL knowledge and perceived self-efficacy would respond to students’ challenging behaviors using methods that allowed for students to remain in the classroom. It was reasoned that if these variables were correlated districts could provide professional development that would increase teachers’ levels in these areas and thereby providing them with effective training to respond to students’ challenging behaviors. Although no correlations were found among these variables, a moderate statistically significant correlation was found between novice teachers reported self-efficacy and their response to students’ challenging behaviors. The study included qualitative responses from teachers which provided valuable insight about the impact of students’ challenging behaviors on teachers reported self-efficacy. Further study about the impact of students’ challenging behaviors on teachers’ self-efficacy could provide information that may lead to increasing teacher retention.

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