Date

4-26-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Justin Necessary

Keywords

teacher motivation, self-efficacy, student behavioral defiance, turnover, student behavior

Disciplines

Educational Leadership

Abstract

The purpose of this phenomenological study was to understand the influence of student behavioral defiance on elementary educators in Virginia. The research question was, “What are the lived experiences of elementary educators in Hampton Roads, Virginia, having experienced student behavioral defiance?” Bandura’s self-efficacy theory guided this study. It analyzed subjective changes affecting teachers and their motivation by applying four significant sources of self-efficacy: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. The primary source of data collection methods included semi-structured interviews with 10 participants, in addition to a focus group and journal prompt. Transcendental phenomenology aided in analyzing semi-structured interviews with classroom educators. Using Clark Moustakas' phenomenological research model: epoché, phenomenological reduction, imaginative variation, and composite textural and composite structural descriptions, examining data unearthed how the phenomenon was experienced by each participant as well as uncovered essential themes and essences of the phenomenon.

Download

Share

COinS