Date
6-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
inclusive education, teacher preparatory programs, teaching practice, IEPs, challenges with inclusion, overcoming the barriers, level of preparedness for inclusive education
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Smith, Jevauwn D., "The Perceptions of Elementary Teachers in an Inclusive Classroom Environment Related to Their Teacher Preparatory Programs: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5715.
https://digitalcommons.liberty.edu/doctoral/5715
Abstract
The purpose of this transcendental phenomenological study was to describe elementary general education teachers’ perceptions of teaching in an inclusive classroom environment related to their teacher preparatory programs while teaching in a public school setting in a rural southeastern state. The theory guiding this study was Bandura’s self-efficacy theory, which describes how an individual will approach a task based on their level of competence and readiness. The central research question was: How do general education teachers describe their level of preparedness for inclusive education based on their teacher preparatory programs? This study used a transcendental phenomenological design to gain insight into the phenomenon from 12 elementary teachers in See County School District. Purposive sampling technique was used to select the participants. The data were collected through individual interviews, two focus groups, and letter writing. Qualitative data analysis procedures were used to triangulate and analyze the data to determine the emerging themes, synthesize the data, and describe the essence of the phenomenon. The findings of this research suggest that elementary general education teachers, through their teacher preparatory programs, need to be equipped with skills and strategies that can be utilized in an inclusive classroom environment. Teachers recognized their role in making inclusive education successful and as such, utilized research-based strategies in their classrooms. The findings also highlight the need for school leaders to gain knowledge in inclusive education practice so they can be more impactful on their campuses in promoting sound academic and social behaviors.
