The Effects of Students’ Gender and EBD Labels on Teacher Acceptability of Classroom-Based Behavioral Strategies and Teacher Self-Efficacy
Document Type
Thesis
Degree Name
Specialist in School Psychology (SSP)
Department
Psychology and Special Education
Date of Award
Spring 2014
Abstract
Understanding how labeling students with emotional and behavior disorders affects a teacher’s sense of self-efficacy and preferences for implementing classroom interventions is imperative when striving for successful learning environments for all students. The purpose of this study was to expand current research by examining how male and female students labeled as having Emotional and Behavioral Disorders (EBD) influence teachers’ sense of self-efficacy and their acceptability of classroom interventions. Education students at a four-year university participated in an online survey consisting of one of four versions of a vignette describing a hypothetical student (male student with EBD, male student without EBD, female student with EBD, and female student without EBD), a behavior intervention survey, a teaching self-efficacy survey, and a demographic questionnaire. A multiple analysis of variance was conducted to determine if a teacher’s sense of teaching self-efficacy or acceptability for selected behavioral strategies was affected by the gender or EBD label of the hypothetical student. The main findings of the study conclude that the labeling condition of EBD influences a teachers’ sense of self-efficacy when choosing instructional strategies, and EBD and gender combined influence a teachers’ sense of self-efficacy in the area of classroom management.
Advisor
Lacy Krueger
Subject Categories
Education | Educational Psychology
Recommended Citation
Willis, Tammy, "The Effects of Students’ Gender and EBD Labels on Teacher Acceptability of Classroom-Based Behavioral Strategies and Teacher Self-Efficacy" (2014). Electronic Theses & Dissertations. 1002.
https://digitalcommons.tamuc.edu/etd/1002
