A Phenomenological Study of Novice Special Education Teachers' Experience Applying Causal Attributions to Challenging Behavior

The purpose of this transcendental phenomenological study was to describe novice special education teachers’ experiences attributing causes to challenging behaviors in U.S. public schools. This study was guided by Bernard Weiner’s attribution theory of motivation. This framework allowed for the examination of teachers’ causal attributions for challenging behavior as well as their personal motivation in responding to challenging behaviors. This study's central research question focused on novice special education teachers’ experiences attributing causes to challenging behavior. The researcher employed a transcendental phenomenological approach, engaging participants as co-researchers to understand their lived experiences. A sample of 11 participants was recruited from primary and secondary schools to take part in mind-mapping, narrative journal prompts, and semi-structured virtual interviews. The data were analyzed using Moustakas’s modified Stevick-Colaizzi-Keen method, and four themes were identified: acceptance, understanding, management, and motivation. These themes correspond with the theoretical framework of this study. The findings indicate novice special education teachers’ interpersonal and intrapersonal causal attributions reflect how they perceive their students and themselves. Findings also reinforced the need for supportive behavior management measures to reduce teacher stress and turnover potential. Further research is needed regarding the impact of imposed behavior management systems and SET-paraeducator dynamics.