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 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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