A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions.
Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elemen...
| Publicado en: | Behavioral Disorders Vol. 47; no. 2; pp. 84 - 95 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154664729&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154664729 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2022 vid: 47 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 154664729 150202674 154664729 154664729 10.1177/01987429211010672 154664729 ppf: 84 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions. aug: au: McCullough, Shannon Nemer Granger, Kristen L. Sutherland, Kevin S. Conroy, Maureen A. Pandey, Toshna affil: WestEd, San Francisco, USA sug: subj: Teachers Burnout, Professional Students, Elementary Psychosocial Factors Student Attitudes Child Behavior Disorders Risk Factors Self-Efficacy Teaching Methods Human Urban Areas Outcomes of Education Emotions Faculty Attitudes ab: Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p =.06) on teachers' causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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