Preservice teachers’ perceptions of public school violent intruder drills

Abstract

This qualitative study consisted of semistructured interviews conducted with preservice teachers. Using prospect theory as the framework, the key research questions addressed preservice teachers’ perceptions of violent intruder incidents and drills as well as their experiences participating in drills and training related to self-efficacy. Key findings included that perceptions change over time with the accumulation of experience and that teachers have the added responsibility to process student emotions subsequent to events and drills. Participants reported a range of self-confidence, which for some was impacted by the type of training received. Participants desired more opportunities to learn and consistency between schools.