The Effects of Students’ Gender and EBD Labels on Teacher Acceptability of Classroom-Based Behavioral Strategies and Teacher Self-Efficacy


Tammy Willis

Document Type


Degree Name

Specialist in School Psychology (SSP)


Psychology and Special Education

Date of Award

Spring 2014


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.


Lacy Krueger

Subject Categories

Education | Educational Psychology