Elementary School Teacher Knowledge, Beliefs and Awareness of Executive Functioning Skills

Date of Award

2022

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Susan Davies

Abstract

Executive functioning (EF) skills are a vital part of human development, emotional regulation, and knowledge acquisition and retention. Executive functioning skills help to reduce externalizing behaviors, predict academic achievement, and maintain social relationships. Successful executive functioning skills help to make the classroom a more peaceful and structured environment for the teacher and student. The current research explored Ohio Kindergarten through fifth grade elementary school teachers' knowledge, awareness, and beliefs of executive functioning skills. Through quantitative analysis using a survey instrument which was adapted from a previous study examining middle school teacher's knowledge, beliefs, and awareness of EF skills (Biecheler, 2019). The study supported teachers have knowledge about the topic and believe they are important for academic success and behavior. Executive functioning skills are expected of students, but never explicitly taught. Teachers indicated their teacher training programs did not provide them with the proper training to address EF skills in the classroom, although they have the confidence in their ability to do so. Additionally, general and special education teachers' responses were compared to determine the difference in groups.

Keywords

Education, Educational Psychology, Psychology, Quantitative Psychology, Teacher Education, Executive Functions, Elementary Teachers, Knowledge, Awareness, Beliefs, Special Education, Teachers, General Education Teachers

Rights Statement

Copyright © 2022, author.

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