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Three-Tiered Models of Prevention: Teacher Efficacy and Burnout

Three-Tiered Models of Prevention: Teacher Efficacy and Burnout 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Three-Tiered Models of Prevention: Teacher Efficacy and Burnout

Education and Treatment of Children , Volume 36 (4) – Oct 31, 2013

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Publisher
West Virginia University Press
Copyright
Copyright © 2013 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

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.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 31, 2013

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