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

Wendy Peia Oakes, Kathleen Lynne Lane, David James Royer, Holly M. Menzies, Mark Matthew Buckman, Nelson Brunsting, Emily D. Cantwell, Christopher Schatschneider, Nathan Allen Lane

Research output: Contribution to journalArticle

Abstract

In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a districtwide initiative. We examined educators’ year-end self-ratings to describe how teachers in schools with prevention models were faring, exploring three sets of variables (a) self-reported Ci3T treatment integrity, (b) social validity ratings of their Ci3T model of prevention, and (c) educators’ sense of efficacy and burnout. Results indicated educators experienced emotional exhaustion; however, depersonalization and personal accomplishment scores revealed positive and 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 student engagement. We discuss limitations and future directions.

Original languageEnglish (US)
JournalJournal of Positive Behavior Interventions
DOIs
StateAccepted/In press - Jan 1 2020

Keywords

  • professional practice/standards and ethics
  • school(s)

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Applied Psychology

Fingerprint Dive into the research topics of 'Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention'. Together they form a unique fingerprint.

  • Cite this

    Oakes, W. P., Lane, K. L., Royer, D. J., Menzies, H. M., Buckman, M. M., Brunsting, N., Cantwell, E. D., Schatschneider, C., & Lane, N. A. (Accepted/In press). Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720916718