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

• 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
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/1098300720946628

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.