中学教师在综合、整合、三级模式实施初期的自我效能感

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2020-08-06 DOI:10.1177/1098300720946628
K. Lane, W. Oakes, D. J. Royer, Holly M. Menzies, Nelson C. Brunsting, M. Buckman, E. A. Common, N. A. Lane, C. Schatschneider, K. Lane
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引用次数: 5

摘要

我们在四所初中和两所高中实施了全面、综合、三层(Ci3T)预防模型,研究了教育工作者的效能感和倦怠感。在进行这项研究时,学校已经完成了两年的Ci3T模式的实施,这是一个更大的地区倡议的一部分。我们调查了教育工作者是如何处理对他们幸福的特殊兴趣的。我们探讨了四组教育者报告的变量:Ci3T治疗完整性、Ci3T社会效度、效能感和与倦怠相关的感觉。结果表明,教育工作者经历的情绪衰竭几乎与全国样本相同;然而,与全国样本相比,去人格化和个人成就得分呈现出正的、中等到较大的差异。此外,教育工作者报告的与教学策略和课堂管理相关的效能水平高于全国样本。较高的自我报告的Ci3T治疗完整性水平与学生参与、教学策略和课堂管理的效能子量表相关的效能水平的提高有关。最后,我们讨论了未来研究的局限性和方向。
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Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models
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.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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