TY - JOUR
T1 - Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy Peia
AU - Royer, David James
AU - Menzies, Holly M.
AU - Brunsting, Nelson C.
AU - Buckman, Mark Matthew
AU - Common, Eric Alan
AU - Lane, Nathan Allen
AU - Schatschneider, Christopher
AU - Lane, Katie Scarlett
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by the IES Award No. R305H150018; Researcher-Practitioner Partnerships in Education Research; New or Existing Partnership.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2021/10
Y1 - 2021/10
N2 - 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.
AB - 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.
KW - Ci3T
KW - burnout
KW - self-efficacy
KW - tiered systems
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U2 - 10.1177/1098300720946628
DO - 10.1177/1098300720946628
M3 - Article
AN - SCOPUS:85089197028
SN - 1098-3007
VL - 23
SP - 232
EP - 244
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 4
ER -