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1st Student's Major

Psychology

1st Student's College

Social and Behavioral Sciences

Students' Professional Biography

Cassandra M. Schreiber began her educational career in Albert Lea, MN. She graduated in May of 2010 with an AA from Riverland Community College in Austin, MN and again in May of 2013 with her BS from Minnesota State University, Mankato. She majored in Psychology with a minor in Philosophy. Ms. Schreiber will continue her education as a doctoral student in the School Psychology Doctoral Program at Minnesota State University, Mankato. After earning her doctoral degree, she hopes to work in the field of school psychology. Eventually, Ms. Schreiber anticipates teaching psychology at the university level. Ashley M. Kuemper resides in the Mankato area. She graduated from Minnesota State University, Mankato in 2008 with a B.S. in Law Enforcement. More recently, she earned a B.A. in Psychology from MSU, Mankato in 2013. Ashley is a fan of physical fitness and is currently interested in continuing her education in the field of sports psychology.

Mentor's Name

Carlos Panahon

Mentor's Email Address

carlos.panahon@mnsu.edu

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Abstract

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and science (Billingsley, 2004). Therefore, it is important to examine teachers’ perceptions regarding children with EBD in order to promote teacher satisfaction and decrease stress. This study examined in-service teachers' perceptions of students with emotional-behavioral disorders as well as job satisfaction. Participants were general and special education teachers working in school districts throughout Southern Minnesota. Respondents completed an online survey with questions regarding professional interests, expected career paths, and reactions to stereotypical perceptions of students with EBD. It was hypothesized that perceptions of in-service teachers would vary among years spent teaching, percentage of time spent working directly with EBD students, and differing levels of coping abilities and methods. This study revealed current perceptions in the teacher population, as well as where and when the perceptions develop. Results were utilized to determine how to improve teachers' understanding of students with EBD and to create better work environments for teachers who work with these students. Implications of these findings will be discussed to increase professional support and career satisfaction.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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