Date
7-21-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
behavioral support, general education teacher, inclusive education, teacher preparedness
Disciplines
Special Education and Teaching
Recommended Citation
Royalty, Jordan Brooke, "A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceptions of Managing the Behavioral Needs of Students with Disabilities in Inclusive Classrooms" (2026). Doctoral Dissertations and Projects. 8695.
https://digitalcommons.liberty.edu/doctoral/8695
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of managing the behavioral needs of students with disabilities in inclusive classrooms for novice elementary general education teachers at public elementary schools in a southern state. The theory guiding this study is Bandura’s social cognitive theory, as it underscores the role of personal experiences, social interactions, and self-efficacy in shaping behavior and professional competence. The central research question guiding this study is: What are the lived experiences of novice elementary general education teachers managing the behavioral needs of students with disabilities in an inclusive classroom setting in public schools? This study employed a qualitative transcendental phenomenological design with novice general education teachers, currently teaching in inclusive elementary classrooms across public schools in a southern state. Data was collected through semi-structured interviews, focus groups, and reflective writing prompts. Analysis followed Moustakas’ modification of the Stevick-Colaizzi-Keen method to uncover essential themes of lived experiences. Five themes emerged from the analysis: preparation gaps, learning through experience, collaboration and professional support, the complexity of inclusive behavior support, and relationship-centered behavior support. Findings divulged that participants often felt underprepared to address complex behavioral needs, relied heavily on trial-and-error learning, and viewed collaboration with colleagues, administrators, and families as essential to building confidence and effectiveness. The findings highlight the need for more applied pre-service preparation and ongoing professional development focused on behavior support in inclusive classrooms.
