Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Jennifer Putnam

Abstract

The purpose of this qualitative phenomenology study was to gather perceptions of elementary general curriculum special education teachers who have persisted in the special education teaching profession past the 5-year mark. Based on Bandura’s (1977) Social Cognitive Concept of Self-Efficacy Theory, this study sought to understand self-efficacy in elementary general curriculum special education teachers who have remained in special education for at least 5 years. Lived experiences of nine elementary general curriculum special education teachers were gathered through three in-depth interviews. Follow-up interviews provided rich, thick description and member checking was utilized to triangulate the data.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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