Exploring the professional needs of a sample of BC teachers who teach students with challenging behaviours

This mixed-methods study explored the professional support needs of a sample of BC public school teachers in relation to the effective management of challenging behaviours. Specifically, the study sought to (a) identify the types and frequency of challenging behaviours exhibited in classrooms, (b) ascertain the impacts of challenging behaviours, and (c) determine and provide recommendations for the specific professional support needs of teachers. Teachers from three school districts in southeastern BC were asked to participate in this study by completing both quantitative and qualitative questions on an on-line survey. Findings from the study indicated challenging behaviours were exhibited persistently and chronically in classrooms and both students and teachers were being affected negatively. Despite the negative impacts, teachers believed challenging behaviours could improve with more support. Recommendations included improved training and preparation, increased time for accessing updated resources, and improvements to school, community/family, and systemic related supports. --Leaf ii.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b186331