Teachers’ Perceptions of Their Knowledge and Skills in Addressing Non-Expected Behaviors in the Middle School Classroom
Date of Award
8-1-2024
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education and Human Services
Advisor/Chair
Elana Bernstein
Abstract
Pre-service teachers may complete their training programs with inadequate skills for managing a classroom. Although teachers may participate in observations, in-service sessions, and professional development, few opportunities exist for teachers to use this knowledge in practical experiences. Using data from personal interviews of eight teachers in west-central Ohio, this study offers a deeper understanding of teachers’ perceptions of their ability to address non-expected behaviors in the middle school classroom. Findings suggest inconsistencies in teachers’ perception of their ability to address non-expected behavior and a need for a more effective delivery of training and professional development opportunities for all teachers in the field, regardless of their years of experience. This was particularly true for behaviors considered Tier 2 or Tier 3 concerns. Implications regarding how to support teachers to address non-expected behavior in the classroom are discussed.
Keywords
Teacher; Perceptions; Behavior; Middle School
Rights Statement
Copyright © 2024, author.
Recommended Citation
Antram Hoyt, Meagan E., "Teachers’ Perceptions of Their Knowledge and Skills in Addressing Non-Expected Behaviors in the Middle School Classroom" (2024). Graduate Theses and Dissertations. 7397.
https://ecommons.udayton.edu/graduate_theses/7397
