Date
9-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
gifted, talented, twice exceptional, special education, self-efficacy, instructional decisions, phenomenology, inclusive classrooms, general education
Disciplines
Education | Special Education and Teaching
Recommended Citation
Cox, Paula Danielle, "A Phenomenological Study of the Lived Experiences of Early Career Elementary Teachers' Self-Efficacy Toward Meeting the Needs of the Twice-Exceptional Students in the General Education Classroom" (2024). Doctoral Dissertations and Projects. 6052.
https://digitalcommons.liberty.edu/doctoral/6052
Abstract
This phenomenological study explored how the lived experiences of elementary school teachers contribute to their self-efficacy when making instructional decisions to support twice-exceptional students in the general education classroom in a large suburban school system in northeast Georgia. The theoretical framework for this study is Bandura's self-efficacy theory. The study participant was the elementary school (K-5) general education teachers in their first five years of service. The phenomenon was examined through surveys, personal interviews, and focus group interviews. Data collection consisted of personal interviews, a questionnaire, and a focus group session with participants. A transcendental phenomenological methodology was used to understand and synthesize the data describing the lived experiences of the participant and to determine major themes within this study. Findings revealed a need for increasing the time allowance during practicum experiences, access to targeted and specific courses during pre-service service and professional development when in-field for understanding and addressing the needs of the twice-exceptional student.
