W. Oakes, K. Lane, D. J. Royer, Holly M. Menzies, M. Buckman, Nelson C. Brunsting, E. Cantwell, C. Schatschneider, N. A. Lane
{"title":"Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention","authors":"W. Oakes, K. Lane, D. J. Royer, Holly M. Menzies, M. Buckman, Nelson C. Brunsting, E. Cantwell, C. Schatschneider, N. A. Lane","doi":"10.1177/1098300720916718","DOIUrl":null,"url":null,"abstract":"In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a districtwide initiative. We examined educators’ year-end self-ratings to describe how teachers in schools with prevention models were faring, exploring three sets of variables (a) self-reported Ci3T treatment integrity, (b) social validity ratings of their Ci3T model of prevention, and (c) educators’ sense of efficacy and burnout. Results indicated educators experienced emotional exhaustion; however, depersonalization and personal accomplishment scores revealed positive and 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 student engagement. We discuss limitations and future directions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720916718","citationCount":"12","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Positive Behavior Interventions","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/1098300720916718","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 12
Abstract
In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a districtwide initiative. We examined educators’ year-end self-ratings to describe how teachers in schools with prevention models were faring, exploring three sets of variables (a) self-reported Ci3T treatment integrity, (b) social validity ratings of their Ci3T model of prevention, and (c) educators’ sense of efficacy and burnout. Results indicated educators experienced emotional exhaustion; however, depersonalization and personal accomplishment scores revealed positive and 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 student engagement. We discuss limitations and future directions.
期刊介绍:
...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.