Understanding the gaps in preparing general education teachers to manage problem behaviors

Jeong, Ga Kyung

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https://hdl.handle.net/2142/115574 Copy

Description

Title

Understanding the gaps in preparing general education teachers to manage problem behaviors

Author(s)

Jeong, Ga Kyung

Issue Date

2022-04-19

Director of Research (if dissertation) or Advisor (if thesis)

Monda-Amaya, Lisa

Doctoral Committee Chair(s)

Monda-Amaya, Lisa

Committee Member(s)

• Ostrosky, Michaelene
• Shriner, James G
• Latham, Nancy

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Behavior Management
• Teacher Education

Abstract

Problem behavior in classrooms has been a serious concern for students and teachers. Previous literature indicates general education teachers feel inappropriately prepared to manage problem behaviors. When teachers lack confidence in managing behaviors they have been found to implement ineffective strategies that could result in the continuation or the escalation of problem behaviors. Further, struggles with managing behavior impacts teacher attrition or retention. However, when educators receive adequate preparation they report feeling confident in managing behaviors and implementing effective proactive and reactive strategies. The purpose of this multimethod approach (i.e., preinterview questionnaire and interview) was to investigate how general education teacher candidates at one university were prepared to manage problem behaviors and to determine if gaps exist between content taught and skills needed to be successful in K-12 classrooms. An additional goal was to explore how the shift to online learning as a result of the COVID-19 pandemic influenced their preparation and the types of skills needed by these candidates to manage problem behaviors remotely. Participants (i.e., program coordinator, instructors, supervisors, candidates) indicated that the content provided in managing problem behaviors was minimal, with preparation in behavior management focused on preventative strategies. Further opportunities to practice management skills were limited. Participants also perceived gaps between content and what candidates observed and experienced in classrooms. Results from this study have implications for program personnel regarding what and how content is covered, as well as opportunities for teacher candidates to practice different strategies. Recommendations for future research are discussed.

Graduation Semester

2022-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2022 Ga Kyung Jeong

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