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

Kathleen Lynne Lane, Wendy Peia Oakes, David James Royer, Holly M. Menzies, Nelson C. Brunsting, Mark Matthew Buckman, Eric Alan Common, Nathan Allen Lane, Christopher Schatschneider, Katie Scarlett Lane

Research output: Contribution to journalArticle

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 Student Engagement, Instructional Strategies, and Classroom Management. We conclude with a discussion of limitations and directions for future inquiry.

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

Keywords

  • burnout
  • Ci3T
  • self-efficacy
  • tiered systems

ASJC Scopus subject areas

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

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    Lane, K. L., Oakes, W. P., Royer, D. J., Menzies, H. M., Brunsting, N. C., Buckman, M. M., Common, E. A., Lane, N. A., Schatschneider, C., & Lane, K. S. (Accepted/In press). Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720946628