The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors |
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| Authors: | Deborah H Gebbie Deborah Ceglowski Linda K Taylor Jill Miels |
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| Institution: | (1) Fairview Elementary, 9414 Machado Drive, Indian Trail, NC 28079, USA;(2) Teachers College 216, Ball State University, Muncie, IN 47306, USA; |
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| Abstract: | Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based
teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county,
the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined
how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers’
classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged
in an online community of learners discussion group. Interviews and interactions from an online learning community were used
to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training.
Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers’
online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs
should consider providing more opportunities for the teachers to build their own learning communities to interact and support
one another. |
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