Author ORCID Identifier

https://orcid.org/0000-0002-5516-1333

Semester

Fall

Date of Graduation

2022

Document Type

Dissertation

Degree Type

PhD

College

College of Physical Activity and Sport Sciences

Department

Not Listed

Committee Chair

Andrea Taliaferro

Committee Co-Chair

Eloise Elliott

Committee Member

Eloise Elliott

Committee Member

Sean Bulger

Committee Member

Melissa Sherfinski

Committee Member

Suzanna Dillon

Abstract

Intro: Although studies have evaluated how physical educators learn behavior management, little effort has been made to identify the socializing experiences and sources of self-efficacy that influence how physical educators approach the behavior management of students with disabilities (SWD).

Purpose: The purpose of this study was to understand how physical educators develop self-efficacy toward the behavior management of SWD throughout the phases of occupational socialization theory.

Method: Data for the mixed-method study included 85 U.S. public (K-12) physical educators who completed a survey that collected demographic information and responses to the Teaching Students with Disabilities Efficacy Scale (Solomon & Scott, 2013). The sample was predominately white (80%) and averaged 41.48 years of age (SD = 10.75), with participants’ years of teaching experience ranging from 1 to 48 years (m = 14.47; SD = 10.28). A purposive subsample of nine participants in early (n = 3), mid- (n = 3), and later (n = 3) career stages partook in a semi-structured interview focusing on their self-efficacy toward the behavior management of SWD.

Results: Findings revealed that age rs (83) = 0.22, p = 0.04. and years of teaching experience rs (83) =

0.23, p = 0.04 were weakly correlated with self-efficacy scores. Further, years of teaching experience significantly predicted self-efficacy, F (2, 81) = 3.25, p = 0.04. Those with more hours of professional development had significantly higher levels of self-efficacy, H(5) = 14.52, p = .01. Three themes were constructed representing significant findings within each phase of socialization: (1) out of sight, out of mind; (2) bare minimum basics; and (3) building a toolbox.

Conclusion: Findings suggest a need for greater attention to teacher induction programs and internal mentoring systems to ease the reality shock experienced by novice physical educators.

Keywords: Challenging Behavior; Inclusion; Occupational Socialization Theory

Comments

Note: The college name has changed to College of Applied Human Sciences. The department is School of Sport Sciences.

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