Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather Strafaccia
Keywords
transition, self-efficacy, vocational rehabilitation, students with disabilities, post-school outcomes, theory of planned behavior, teachers' perspectives, hermeneutic phenomenology, teacher perspectives
Disciplines
Special Education and Teaching
Recommended Citation
Adams, Keva A., "A Phenomenological Study of the Perspectives of Transition Planning for High School Special Educators" (2026). Doctoral Dissertations and Projects. 8085.
https://digitalcommons.liberty.edu/doctoral/8085
Abstract
The purpose of this hermeneutic phenomenological study was to understand the experiences of integrating transition planning for special educators at secondary schools in Triton County, Michigan. The theory guiding this study is Ajzen’s theory of planned behavior, as the principle theorizes that an individual’s behavior is determined by their intentions and perceived behavior of control. The central research question of this study is: What are special educators’ lived experiences integrating special education transition planning at secondary schools in Triton County, Michigan? The design of this study employed hermeneutic phenomenological design with various units of analysis. The data was collected through individual interviews, journal prompts, and focus groups. The participants consisted of 12 voluntary secondary special educators who serve students with individualized educational programs in Grades 9–12 at public high schools in Triton County, Michigan. Special educators for this study had roles as resource teachers, special education teacher consultants, transition coordinators, or school psychologists. These educators are responsible for developing, integrating, and monitoring individualized educational plans with transition components that support the preparation of students with disabilities for postsecondary education, employment, and independent living. Data analysis identified overarching themes as transition at heart, teaching with purpose and commitment, collaboration among professionals, administrative disconnect, and confidence under pressure. The findings of this study emphasize that integrating transition planning is a cumbersome process which is shaped by teachers’ attitudes, the expectations placed upon them, and their sense of control in carrying out their responsibilities.
