Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy J. Schechter

Keywords

administrator, burnout, inclusion, self-efficacy, special education

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this hermeneutic phenomenology was to explore the lived experiences of K-12 public-school administrators in special education, specifically what administrators believe is necessary to improve self-efficacy and working conditions for special education teachers. The theory that guided this research was Bandura’s theory of self-efficacy which is grounded in social cognitive theory. The theory of self-efficacy explains how individuals are agents of their own goals, actions, and destiny. The central research question that guided this study was what do K-12 public-school administrators perceive will improve self-efficacy and working conditions for special education teachers? A hermeneutic phenomenology was used to explore administrators’ perceptions of how burnout may impact special education teacher self-efficacy. The participants included 12 public-school administrators including principals, assistant principals, and senior teachers who supervise special education teachers. Data was collected using individual interviews, focus groups, and a protocol writing prompt to explore the meaning and essence using descriptions and interpretation of the administrators’ lived experiences (Van Manen, 2016). An inductive coding approach was applied to develop open codes (Saldaña, 2021) to show the value of the lived experiences of administrators. Results included the following themes: absence of readiness, learn through experience, lack of awareness, need for structured training in special education, need to support special educators, building intentional relationship, tangible change and improvements to workload, acknowledging the reality of burnout, and empowering special education teachers.

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