School psychology (Washington, D.C.)最新文献

We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (M_age = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures. A comparison group of 63 preservice teachers (M_age = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own and their students' well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The present study analyzed concurrent and predictive validity of single-item scales for assessing principal stress and coping. We examined concurrent and prospective relations among stress and coping single-items with principal job satisfaction, overall health, perceptions of school safety, and principal leadership self-efficacy. We also compared principals and teachers on their stress and coping levels using the same single-item scales. Consistent with the literature on teacher stress and coping, the correlations of principal coping with different outcomes-job satisfaction, overall health, leadership efficacy, and safety perceptions-were stronger in comparison to the correlations between principal stress and those same outcomes. In regression models with both stress and coping, only principal coping predicted concurrent and future principal job satisfaction and overall health, as well as change in those outcomes. Coping also predicted concurrent but not future perceptions of school safety. Stress and coping did not consistently predict concurrent or future measures of leadership self-efficacy. Last, we found that principals reported even higher levels of stress than the well-documented high levels reported by teachers. We discuss areas for further research and potential use of these measures. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to teacher well-being and organizational citizenship behavior. Data were collected from a sample of 350 teachers randomly chosen in the Arab educational system in Israel. Structural equation modeling (using the AMOS 21.0 program) was used to test the proposed relationships. The results indicate both a direct and indirect relationships (through the mediating role of teacher organizational commitment) of teacher collective involvement in decision making on teachers' well-being and organizational citizenship behavior. The model which tested both direct and indirect relationships (through organizational commitment) between collective involvement in decision making and teachers' organizational citizenship behavior, and well-being, showed good fit indices (χ² = 62.60; χ²/df = 2.50; CFI = .947, TLI = .905, IFI = .949; RMSEA = .066). Specifically, the bootstrapping analysis reaffirmed the mediating role of organizational commitment between collective involvement in decision making and well-being (β = -.04, p < .001) and organizational citizenship behavior (β = .11, p < .001). Implications for theory and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Teachers experience significant stress with 93% reported high levels of stress (Herman et al., 2018), and literature examining teacher stress levels during the COVID-19 pandemic reveals that 30 percent of teachers experience significantly high levels of stress (Silva et al., 2021). Low levels of teacher well-being and higher levels of stress have been linked to punitive behavior management (Jennings & Greenberg, 2009) and lower student academic achievement (Goddard et al., 2000). The aim of the present study is to explore the relationship between teacher emotion and use of evidence-based instructional strategies that promote student success. In this study, 17 first-year teachers completed a novel measurement, inclusive of single-item scales intended to assess feelings of stress, efficacy, and school connectedness, several times a day, each day of the week, for 1 month. The classroom strategies assessment system of evidence-based academic and behavioral instructional strategies was used in weekly teacher observations. Results indicated validity between these single-item scales and established measures of teacher well-being. A positive relationship between teachers' in-the-moment well-being and evidence-based instruction was found, as well as substantial variation in teacher emotional response across days and weeks. Implications and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Theoretical models of job stress suggest that teachers' experience with burnout occurs, in part, because of an imbalance between job demands and the resources available to meet those demands. Using a diverse sample of 230 Head Start educators, the present study explored how school-based demands (i.e., class size, behavioral challenges) and resources (i.e., school social supports) contributed to teachers' self-reported burnout. Findings revealed that greater social support, specifically leads teachers' relationship with their assistant teacher (TA), was associated with lower ratings of burnout. There was also a significant interaction between classroom behavior problems and TA relationship quality, such that relationship quality reduced burnout in classrooms with low and average levels of behavior problems, but not in classrooms with high levels of behavior problems. Implications of these findings for preschool teacher well-being are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Educators' high levels of stress have been well documented in existing literature, though little research has directly looked at comparisons of stress experiences and needs for support based on school level. The present study included 33 teachers (19 elementary and 14 middle school) from one school district who participated in semistructured interviews. Responses to questions regarding their primary source(s) of stress and their ideal solution(s) to relieve that stress revealed distinctions between elementary and middle school teachers. Elementary teachers described stress related to a sense of responsibility or need to care for students and meet their social, emotional, behavioral, and academic needs. Their ideal solution primarily involved receiving more emotional support and more support staff in the classroom to help meet all students' needs. In contrast, middle school teachers reported the majority of their stress as stemming from external demands or pressures such as test scores, high or unattainable expectations from administrators or parents, and not having enough time. Middle school teachers' ideal solutions largely entailed a shift in the use of their time, specifically to remove tasks (e.g., unnecessary staff meetings) and be able to focus their time on what matters the most (e.g., teaching students). These findings indicate that although almost all of these teachers reported being highly stressed, their sources of stress and perceived needs for support varied based on school level. Efforts to promote teacher well-being must consider school level and teachers' own perspectives on what they need in order to provide the most beneficial supports. (PsycInfo Database Record (c) 2024 APA, all rights reserved).