Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools

IF 2.5 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL School Mental Health Pub Date : 2024-09-04 DOI:10.1007/s12310-024-09710-5

Yong-Hwee Nah, Rachel Li-En Ng

{"title":"Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools","authors":"Yong-Hwee Nah, Rachel Li-En Ng","doi":"10.1007/s12310-024-09710-5","DOIUrl":null,"url":null,"abstract":"<p>This study explored factors associated with teachers’ self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, <i>SD</i> = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers’ sources of self-efficacy beliefs, and demographic variables were collected. Participants also rated eight vignettes on how confident they would feel when required to deliver and facilitate sessions. Mastery Experience and self-efficacy beliefs for teaching in general were significant predictors. While quantitative results did not suggest that Vicarious Experience was a significant predictor, participants frequently highlighted qualitatively that opportunities to observe peers, professionals and other teachers with more experience, as well as role-play, would help them feel more confident to deliver such sessions. These results can be used to inform selection of educators for such a programme and in designing the training for these teachers.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"42 1","pages":""},"PeriodicalIF":2.5000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Mental Health","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s12310-024-09710-5","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study explored factors associated with teachers’ self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, SD = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers’ sources of self-efficacy beliefs, and demographic variables were collected. Participants also rated eight vignettes on how confident they would feel when required to deliver and facilitate sessions. Mastery Experience and self-efficacy beliefs for teaching in general were significant predictors. While quantitative results did not suggest that Vicarious Experience was a significant predictor, participants frequently highlighted qualitatively that opportunities to observe peers, professionals and other teachers with more experience, as well as role-play, would help them feel more confident to deliver such sessions. These results can be used to inform selection of educators for such a programme and in designing the training for these teachers.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

与学校教师在学校开展基于CBT的二级课程的自我效能感相关的因素

本研究探讨了教师在实施以认知行为疗法（CBT）为基础的二级课程时与自我效能感信念相关的因素。参与者包括 103 名目前在新加坡主流学校任教的教师（平均年龄 = 38.0 岁，标准差 = 9.63）。研究人员收集了有关一般教学自我效能感信念、教师自我效能感信念来源和人口统计学变量的调查数据。受试者还对八个小故事进行了评分，以了解他们在被要求讲授和引导课程时的自信程度。掌握经验和一般教学的自我效能感是重要的预测因素。虽然定量结果并不表明 "虚拟体验 "是一个重要的预测因素，但参与者经常从定性角度强调，有机会观察同行、专业人士和其他更有经验的教师，以及角色扮演，会让他们更有信心开展此类课程。这些结果可用于为此类计划挑选教育工作者和设计对这些教师的培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

School Mental Health Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： School Mental Health: A Multidisciplinary Research and Practice Journal is a forum for the latest research related to prevention, treatment, and assessment practices that are associated with the pre-K to 12th-grade education system and focuses on children and adolescents with emotional and behavioral disorders. The journal publishes empirical studies, quantitative and qualitative research, and systematic and scoping review articles from authors representing the many disciplines that are involved in school mental health, including child and school psychology, education, pediatrics, child and adolescent psychiatry, developmental psychology, school counseling, social work and nursing. Sample topics include: · Innovative school-based treatment practices· Consultation and professional development procedures· Dissemination and implementation science targeting schools· Educational techniques for children with emotional and behavioral disorders· Schoolwide prevention programs· Medication effects on school behavior and achievement· Assessment practices· Special education services· Developmental implications affecting learning and behavior· Racial, ethnic, and cultural issues· School policy· Role of families in school mental health· Prediction of impairment and resilience· Moderators and mediators of response to treatment