Date

5-2020

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Meredith Park

Keywords

Self-efficacy, School-based Mental Health

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this qualitative, multiple-case study was to understand the pedagogy and attitudes of teachers when faced with the presence of school-based mental health professionals in the classrooms in two schools in southwestern Virginia. Semi-structured interviews, with open-ended questions, document analysis, and participant observations were utilized to collect data. The theory that guided this study was Bandura’s (1993) theory of perceived self-efficacy as it related to an individual teacher’s sense of how capable he or she is of creating an environment conducive to learning. The research centered around understanding how a teacher addresses necessary changes to pedagogy and attitude, given the deviations in the dynamics of the classroom. Three research questions in this study addressed the role of school-based mental health service presence in schools on teachers’ classroom practices and approaches, and more specifically, pedagogy and attitudes toward the classroom environment and students. The data collection occurred at one high school in the Virginia Mountains region. The schools chosen for this study were currently collaborating with school-based mental health programs. Data consisted of interviews, classroom observations, and document analysis. The results of this study provided information on the attitude and pedagogy of the participants as they experienced teaching with School-Based Mental Health professionals in the classroom. The empirical, theoretical, and practical implications were also discussed.

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