Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Jodi Elder
Committee Members
Fran Adams
Call Number
ISBN 9798280759480
Abstract
Teaching students with behavioral challenges can impact elementary school teachers’ self-efficacy. This study examined the perceived lack of preparation among educators in managing such students. Guided by Bandura’s self-efficacy theory, this qualitative phenomenological study explored the experiences of kindergarten through second-grade general education teachers. Ten South Carolina teachers participated in three Zoom interviews each, discussing their self-efficacy and administrative support. Analysis revealed five key themes: self-efficacy, training, effects of students with behavioral issues, support, and frustrations. Teachers reported increased confidence after developing classroom management strategies, though these techniques were largely self-taught rather than formally provided. Future research should examine the training of general education teachers to teach students with behavioral issues as well as training of administrators to enhance support for educators managing behavioral issues. Keywords: confidence, support, behavioral issues, classroom management, self-efficacy
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Sommer-Gough, Kathryn, "Self-Efficacy of Kindergarten, First, And Second Grade Educators Teaching Students with Behavioral Issues In South Carolina Public Schools" (2025). Student Theses and Dissertations. 1076.
https://arch.astate.edu/all-etd/1076
