Secondary Teachers' Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models.

Lane, Kathleen Lynne; Oakes, Wendy Peia; Royer, David James; Menzies, Holly M.; Brunsting, Nelson C.; Buckman, Mark Matthew; Common, Eric Alan; Lane, Nathan Allen; Schatschneider, Christopher; Lane, Katie Scarlett

We examined educators' sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a specific interest in their well-being. We explored four sets of educator-reported variables: Ci3T treatment integrity, Ci3T social validity, sense of efficacy, and feelings related to burnout. Results indicated educators experienced emotional exhaustion nearly identical to a national sample; however, depersonalization and personal accomplishment scores revealed positive and moderate-to-large-magnitude differences compared with a national sample. Moreover, educators reported higher levels of efficacy related to instructional strategies and classroom management than a national sample. Higher self-reported levels of Ci3T treatment integrity were associated with increased levels of efficacy related to the efficacy subscales of Student Engagement, Instructional Strategies, and Classroom Management. We conclude with a discussion of limitations and directions for future inquiry.

HIGH schools; PSYCHOLOGICAL burnout; TEACHER-student relationships; SCHOOL environment; MIDDLE schools; TEACHING methods; SELF-evaluation; WORK; PSYCHOLOGY of teachers; COLLEGE teacher attitudes; HUMAN services programs; SELF-efficacy; PHILOSOPHY of education; DESCRIPTIVE statistics; EXPERIENTIAL learning; EMOTIONS; MENTAL fatigue

Journal of Positive Behavior Interventions, 2021, Vol 23, Issue 4, p232

1098-3007

Academic Journal

10.1177/1098300720946628