Date
8-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rachel N. Hernandez
Keywords
special education, middle school special education teachers, retention, undergraduate preparation programs, educator preparation programs, pre-service teachers, field experience, inclusive classroom, inclusive education, IEP, MTSS, IDEA
Disciplines
Special Education and Teaching
Recommended Citation
Simmons, Alfredia D., "A Qualitative Phenomenological Study Exploring Middle School Special Education Teachers’ Experiences in Their Undergraduate Preparation Programs" (2026). Doctoral Dissertations and Projects. 8818.
https://digitalcommons.liberty.edu/doctoral/8818
Abstract
The purpose of this phenomenological study was to explore the perceived effectiveness of undergraduate educator preparation programs for special education teachers in middle schools in central Georgia. The theory guiding this study was transformative learning, as proposed by, which explored adult learning and the ways individuals reflected on experiences to shift their perspectives and develop new understandings. The central research question asked: How did middle school special education teachers perceive the effectiveness of their undergraduate preparation programs in relation to their current teaching responsibilities? This transcendental phenomenological study included 10 middle school special education teachers in central Georgia. Data were collected through interviews, a focus group, and written responses to prompts. Moustakas’s transcendental phenomenological approach was used to analyze the collected data, which involved a disciplined and systematic process aimed at uncovering the essential structures of lived experiences. The findings revealed four major themes that emerged from participant responses. The themes included perceived gaps in undergraduate preparation; the importance of field experience and hands-on learning; learning through on-the-job experience; and the importance of professional development and support. Participants described strengths in foundational coursework while also identifying insufficient field experience, limited preparation for inclusive practice, gaps in collaboration training, and limitations in professional development opportunities. Reported concerns included insufficient preparation in behavior management, individualized instruction, IEP implementation and compliance, and limited opportunities for meaningful hands-on experiences prior to entering the classroom.
