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

Autor/inn/en	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
Titel	Secondary Teachers' Self-Efficacy during Initial Implementation of Comprehensive, Integrated, Three-Tiered Models
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 4, S.232-244 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Lane, Kathleen Lynne) ORCID (Oakes, Wendy Peia) ORCID (Buckman, Mark Matthew) ORCID (Common, Eric Alan) ORCID (Lane, Nathan Allen) ORCID (Lane, Katie Scarlett) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720946628
Schlagwörter	Middle School Teachers; High School Teachers; Self Efficacy; Teacher Burnout; Prevention; Well Being; Teacher Attitudes; Validity; Fidelity + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Burnout-Syndrom; Prävention; Vorbeugung; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Gültigkeit
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01