Teaching in an inclusive classroom with exceptional students: the influence on rural Manitoba teachers’ stress and self-efficacy
| dc.contributor.author | Hogan, Sabrina | |
| dc.contributor.examiningcommittee | Liu, Peng (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.examiningcommittee | Mani, Priya (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.supervisor | Tze, Virginia | |
| dc.date.accessioned | 2022-12-05T16:11:34Z | |
| dc.date.available | 2022-12-05T16:11:34Z | |
| dc.date.copyright | 2022-12-04 | |
| dc.date.issued | 2022-11-24 | |
| dc.date.submitted | 2022-12-05T01:30:49Z | en_US |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | The profession of teaching is said to be a stressful career. Nearly half (47%) of Canadian teachers leave their roles as educators before expected retirement due to high-stress levels and lack of support (Katz, 2015). Moreover, there have been evolutionary changes brought forward by the inclusive education model since the 1950s (Trudel, 2017). In understanding these changes and the inadvertent levels of burnout and attrition rates teachers are reportedly subject to, this study explored how (1) pre-service preparedness, (2) ongoing-professional development, (3) school-based support, and (4) resources affect teacher participants' stress and self-efficacy while working in an inclusive classroom with students who have exceptionalities. Exceptionalities in this study refer to students who qualify for either EBD2 or EBD3 funding within the province of Manitoba. Seven classroom teachers who worked in Manitoba rural schools were interviewed. Each teacher participant described their experiences working in an inclusive classroom with exceptional students and how the four critical areas explored had influenced their stress and self-efficacy in preparing for and working within these settings. This study used a thematic analytical approach to identify common themes among teacher participants’ descriptions about what factors have positively or negatively influenced their stress and self-efficacy working in these conditions and what changes they would like to see to enhance these areas positively. Key findings in this study have shown that lack of government funding has substantially impacted three out of four key areas and that there were equal levels of positive and negative identifiers altogether. Teacher participants have also identified coping strategies to manage their stress and self-efficacy to remain within their professions despite the daily challenges. | en_US |
| dc.description.note | February 2023 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/36992 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Inclusive Education | en_US |
| dc.subject | Manitoba Teachers | en_US |
| dc.subject | Stress | en_US |
| dc.subject | Self-Efficacy | en_US |
| dc.subject | Sources of Self-Efficacy | en_US |
| dc.subject | Teacher Burnout | en_US |
| dc.title | Teaching in an inclusive classroom with exceptional students: the influence on rural Manitoba teachers’ stress and self-efficacy | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |