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.
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.
https://cornerstone.lib.mnsu.edu/urs/2013/poster-session-B/55
