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

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 initiativ...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2021-10, Vol.23 (4), p.232-244
Main Authors: 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
Format: Article
Language:English
Subjects:
Burnout
Classroom management
Classroom Techniques
Educational Methods
Educational Strategies
Fidelity
High School Teachers
Learner Engagement
Middle School Teachers
Prevention
Self Efficacy
Student Participation
Teacher Attitudes
Teacher Burnout
Teachers
Teaching Methods
Validity
Well Being
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Summary: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.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300720946628