EXAMINING THE IMPACT OF SELF-EFFICACY, PREPARATION AND RESOURCES ON SPECIAL EDUCATION TEACHERS' OUTCOMES IN WORKING WITH STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

This thesis investigates the interrelationships among preparation, self-efficacy, and access to resources and training for special education teachers who work with students exhibiting Emotional and Behavioral Disorders (EBD). Students with EBD often face substantial challenges in traditional educational settings, typically displaying behaviors that can disrupt their own and others’ learning experiences. Addressing their unique needs requires highly specialized teaching approaches. This research utilized reported survey responses to focus on how self-efficacy, preparation in mental health support, and resource availability influence outcomes such as job satisfaction, overall well-being, burnout, and turnover intentions among teachers dedicated to this demanding area of education. Employing a methodology that includes linear regressions, hierarchical multiple regressions, and t-tests, data was analyzed from a survey of special education teachers across diverse educational environments. Findings highlighted the importance of self-efficacy in enhancing teachers’ job satisfaction and overall wellbeing, while also mitigating turnover. Moreover, the study revealed that teachers’ feelings of preparedness were crucial in supporting students with EBD. Surprisingly, the results of the t-tests showed that the availability of additional training in mental health and district mental health services had little to no impact on the professional outcomes of teachers. Nonetheless, the results advocate for enhanced systemic support to improve both teacher self-efficacy and the educational experiences of students with EBD, thereby contributing to a more effective and sustainable educational framework.