Characteristics of Students with Emotional/Behavioral Disorders: Perspectives of General Education Teachers in Saudi Arabia

Abstract

Students with emotional/behavioral disorders (EBDs) have a number of characteristics that distinguish them from other students with special needs. Some teachers may be aware of these problems through their teaching level, level of education, and/or experience in education but others are not. This study was conducted through a survey to determine teachers' perspectives of students with EBDs because an important relationship exists between what is believed by teachers about such students and what is practiced concerning them. Participants in this study included 296 general education teachers from Saudi Arabia. The results showed that the participants who responded to the survey have neutral perspectives on the characteristics of students with EBDs. The study has found additional significant differences between male and female teachers regarding their perceptions of characteristics of students with EBDs. No significant differences were discovered in the level of education, the number of years of teaching experience, or the school level taught. Implications and conclusions are discussed.

Enhancing Teachers' Understanding and Support for Students with Emotional and Behavioral Disorders (EBD) in Ghanaian Second Cycle Educational Institutions

“…Thus, the study concludes that the knowledge level of female teachers on EBD is significantly higher than that of male teachers. The finding is consistent with Zimmerman (2006) and Abaoud and Almalki (2015) that male teachers felt less confident in handling students with EBD than female teachers. However, what was unclear from the study is whether the high knowledge level of women on EBD is associated with their empathetic nature.…”