A Preliminary Study of BEST in CLASS-Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Autor/inn/en	McCullough, Shannon Nemer; Granger, Kristen L.; Sutherland, Kevin S.; Conroy, Maureen A.; Pandey, Toshna
Titel	A Preliminary Study of BEST in CLASS-Elementary on Teacher Self-Efficacy, Burnout, and Attributions
Quelle	(2021), (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Kevin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Efficacy; Teacher Burnout; Elementary School Teachers; Intervention; Program Effectiveness; Student Behavior; Behavior Modification; Behavior Problems; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Self Concept Measures; Measures (Individuals); Attribution Theory; Teachers Sense of Efficacy Scale; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Elementary school; Grundschule; Volksschule; Lehrende; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Messdaten
Abstract	Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS--Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = 0.06) on teachers' causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed. [This is the online version of an article published in "Behavioral Disorders."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01