Doctor of Education (Ed.D.)
Sharon H. deFur
Given the negative impact of students' challenging behaviors on the learning process, a need exists to gain a more comprehensive understanding of how teachers' beliefs, practices, and knowledge relate to their abilities to effectively manage classroom behaviors. Three-hundred and forty-two (342) public school (PK-12) teachers in a mid-Atlantic state responded to an on-line survey. Data were examined using correlational statistical analysis to measure the relationship between teachers' sense of efficacy (TSE) and use of evidenced-based practices (EBP) in managing students with challenging behaviors, teachers' use of EBP and how they value types/topics of professional development and years of teaching experience. Significant correlations were found between TSE and use of EBP. Moderate correlations were indicated between use of EBP and type or topic of professional development. Years of experience did not correlate significantly with use of EBP in managing students with challenging behaviors. A significant difference was found between special and general educators' use of EBP, with special educators reporting a higher use of EBP. Results inform educators as to what teachers need in order to increase the use of EBP in an effort to effectively manage students with challenging behaviors. Research indicates TSE is enhanced and student outcomes improve.;Keywords: challenging behaviors, classroom management, evidence-based practices, positive behavior supports, professional development, student discipline, students with disabilities, teacher belief, teacher efficacy, teacher preparation, public schools.
© The Author
Carr, Sheila R., "Relationship between Teacher Self-efficacy and Use of Evidence-based Practices in Managing Students with Challenging Behaviors" (2012). Dissertations, Theses, and Masters Projects. Paper 1539618685.