| Title: |
Secondary Teachers' Self-Efficacy during Initial Implementation of Comprehensive, Integrated, Three-Tiered Models |
| Language: |
English |
| Authors: |
Lane, Kathleen Lynne (ORCID 0000-0001-6364-838X); Oakes, Wendy Peia (ORCID 0000-0002-3533-8293); Royer, David James; Menzies, Holly M.; Brunsting, Nelson C.; Buckman, Mark Matthew (ORCID 0000-0001-9332-0940); Common, Eric Alan (ORCID 0000-0003-3775-9013); Lane, Nathan Allen (ORCID 0000-0003-3929-1717); Schatschneider, Christopher; Lane, Katie Scarlett (ORCID 0000-0002-7640-6651) |
| Source: |
Journal of Positive Behavior Interventions. Oct 2021 23(4):232-244. |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305H150018 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education; High Schools |
| Descriptors: |
Middle School Teachers; High School Teachers; Self Efficacy; Teacher Burnout; Prevention; Well Being; Teacher Attitudes; Validity; Fidelity |
| DOI: |
10.1177/1098300720946628 |
| ISSN: |
1098-3007; 1538-4772 |
| 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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2021 |
| Accession Number: |
EJ1314282 |
| Database: |
ERIC |