Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Bendta Friesen

Second Advisor

Marylou Wilson

Third Advisor

Martinrex Kedziora

Abstract

Purpose: The purpose of this qualitative phenomenological study was to describe elementary general education teachers' perceptions of how the core principles of grit, as defined by Duckworth et al. (2007); passion, perseverance, resilience, goal commitment, and growth mindset, influence their ability to implement inclusive practices for students with disabilities in general education classrooms.

Methodology: A qualitative phenomenological design was used to explore the lived experiences of elementary general education teachers. Purposeful sampling was used to identify participants who met the study criteria. Eight elementary general education teachers employed at a Title I public elementary school in Kings County, California, participated in semi-structured interviews. Data were analyzed using thematic analysis.

Findings: Analysis of the interview data revealed 10 themes across the five research questions. Three major findings emerged from the data. First, relationship-centered beliefs and high expectations influenced teachers' commitment to inclusive practices and their belief in the potential of students with disabilities. Second, perseverance, resilience, and support systems enabled teachers to sustain inclusive practices despite academic, behavioral, instructional, and systemic challenges. Third, growth mindset promoted continuous learning, adaptability, and a focus on incremental growth for both teachers and students.

Conclusions: The findings suggest that successful implementation of inclusive practices in general education classrooms requires more than instructional knowledge alone. Teachers identified relationship building, perseverance, adaptability, reflection, and continuous learning as important factors supporting inclusion. The findings also suggest that effective inclusive practices are strengthened when teachers are supported through collaboration, professional learning, and organizational structures that promote resilience and professional growth.

Recommendations: Future research should examine teacher beliefs and inclusive practices across diverse educational contexts, investigate organizational supports that promote teacher resilience, explore disability-specific professional learning and teacher confidence, examine the relationship between teacher grit and student outcomes, investigate the role of teacher preparation programs in developing grit-related characteristics, and utilize mixed-methods approaches to further explore grit and inclusive teaching practices.

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