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Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study

Mogharbel, Jamileh

Abstract Details

2019, Doctor of Philosophy, Ohio State University, Educational Studies.
The purpose of this qualitative, phenomenological study was twofold: 1) to explore pre-service and in-service general education teachers’ role perceptions, including role breadth, role self-efficacy, role instrumentality, and role discretion, in relation to student mental health; and 2) to compare the role perceptions of pre-service and in-service teachers. A total of 18 participants were involved in this study, nine pre-service and nine in-service teachers, representing elementary, middle and high school levels. Analysis of the semi-structured interviews revealed several major findings. First, regarding role breadth, both pre-service and in-service teachers perceived themselves as having a role in prevention, recognition and intervention; however, a larger number of pre-service teachers focused on prevention compared to in-service teachers. In addition, in both groups of teachers, the scope of their role in prevention was limited to providing a safe classroom environment. Second, in terms of role self-efficacy, a majority of the pre-service and in-service teachers indicated a lack of confidence in being able to address student mental health issues, particularly those to which they were not exposed through personal or professional experiences. Third, with regard to role instrumentality, in-service and pre-service teachers alike indicated that it is valuable to both teachers and students for teachers to be involved in students’ mental health; however, pre-service teachers were more likely to see a value for the students compared to the in-service teachers. Fourth, in relation to role discretion, pre-service and in-service teachers stated that parents, administrators and mental health professionals have certain expectations for teachers to be involved in student mental health; however, these expectations were more “unspoken” rather than mandated. Finally, several cognitive, affective and contextual factors were found to impact both pre-service and in-service teachers’ role perceptions. Implications for practice and recommendations for future research are discussed.
Kisha Radliff, PhD (Advisor)
Colette Dollarhide, EdD (Committee Member)
Antoinette Miranda, PhD (Committee Member)
240 p.

Recommended Citations

Citations

  • Mogharbel, J. (2019). Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905

    APA Style (7th edition)

  • Mogharbel, Jamileh. Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study. 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

    MLA Style (8th edition)

  • Mogharbel, Jamileh. "Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905

    Chicago Manual of Style (17th edition)