Event Title

Investigating Teachers' Perceptions of Students with EBDs

Location

CSU Ballroom

Start Date

16-4-2013 2:00 PM

End Date

16-4-2013 4:00 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Carlos Panahon

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Dana Shea

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Description

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. Unfortunately, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Therefore, it is important to examine teachers’ perceptions regarding children with EBD in order to promote teacher satisfaction and lower 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. Perceptions of in-service teachers were expected to vary among years spent teaching, percentage of time spent working directly with EBD students, and differing levels of coping abilities and methods. This study will reveal current perceptions in the teacher population, as well as where and when the perceptions arise. Results will be utilized to determine how to improve teachers' understanding of students with EBD and encourage better work environments for teachers who work with students with EBD. Implications of these findings will be discussed to increase professional support and career satisfaction.

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Apr 16th, 2:00 PM Apr 16th, 4:00 PM

Investigating Teachers' Perceptions of Students with EBDs

CSU Ballroom

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. Unfortunately, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Therefore, it is important to examine teachers’ perceptions regarding children with EBD in order to promote teacher satisfaction and lower 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. Perceptions of in-service teachers were expected to vary among years spent teaching, percentage of time spent working directly with EBD students, and differing levels of coping abilities and methods. This study will reveal current perceptions in the teacher population, as well as where and when the perceptions arise. Results will be utilized to determine how to improve teachers' understanding of students with EBD and encourage better work environments for teachers who work with students with EBD. Implications of these findings will be discussed to increase professional support and career satisfaction.

Recommended Citation

Schreiber, Cassandra and Ashley Kuemper. "Investigating Teachers' Perceptions of Students with EBDs." Undergraduate Research Symposium, Mankato, MN, April 16, 2013.
http://cornerstone.lib.mnsu.edu/urs/2013/poster-session-B/55