Three-tiered models of prevention: Teacher efficacy and burnout

Wendy Oakes, Kathleen Lynne Lane, Abbie Jenkins, Belle B. Booker

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

Project Persevere examined teacher efficacy and burnout within Comprehensive, Integrated, Three-tiered (CI3T) models of prevention, as implemented in two middle schools in a southern state. Participating schools completed a year-long training series to design their CI3T plans and were in their first year of implementation as part of regular school practices. Participating teachers completed the Teachers' Sense of Efficacy Scale 24-item Long Form (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Maslach Burnout Inventory (MBI; Maslach, Jackson, & Leiter, 1996) at the end of the school year. Teacher self-ratings were examined to describe how teachers in schools with prevention models were faring. Three sets of variables were examined: (a) teacher efficacy and burnout, (b) treatment integrity and social validity ratings of the CI3T model of prevention, and (c) student behavioral risk. Findings indicated both schools implemented the CI3T model with high integrity and teachers rated their plans with high social validity. Limitations and future directions are provided.

Original languageEnglish (US)
Pages (from-to)95-126
Number of pages32
JournalEducation and Treatment of Children
Volume36
Issue number4
DOIs
StatePublished - Nov 12 2013

Keywords

  • Teacher burnout
  • Teacher efficacy
  • Three-tiered models of prevention
  • Three-tiered models of prevention: Teacher efficacy and burnout

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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