Reducing Teacher Burnout and Promoting Student Prosocial Behavior Using the ECHO Telementoring Model in Middle Schools
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| Title: | Reducing Teacher Burnout and Promoting Student Prosocial Behavior Using the ECHO Telementoring Model in Middle Schools |
|---|---|
| Language: | English |
| Authors: | Nicole Brass (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 56 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A210212 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Burnout, Student Behavior, Prosocial Behavior, Program Effectiveness, Mentors, Faculty Development, Videoconferencing, Middle School Teachers, Middle School Students, Intervention, Well Being, Student Attitudes, Sense of Belonging, Teacher Attitudes, Self Efficacy, Positive Reinforcement, Discipline, Teacher Student Relationship |
| DOI: | 10.1002/pits.70161 |
| Abstract: | Reducing teacher burnout and improving student behavior are national challenges. This study reports on a randomized controlled trial testing effectiveness of a telementoring professional development (PD) model, called ECHO, to build teachers' capacity to promote their students' prosocial behavior while supporting their own well-being. The sample included 109 middle school teachers (59 intervention, 50 waitlist control) and their 1,091 students. The intervention included eight telementoring sessions over a school year. Intervention teachers reported significantly less burnout and intent to leave the profession, greater self-efficacy for managing peer relations, and their students reported greater feelings of belonging compared to the control group. Given its low cost and scalability, the telementoring ECHO model is a promising approach for teacher professional development. [This paper will be published in "Psychology in the Schools."] |
| Abstractor: | As Provided |
| Notes: | https://osf.io/wghpq |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679869 |
| Database: | ERIC |
| Abstract: | Reducing teacher burnout and improving student behavior are national challenges. This study reports on a randomized controlled trial testing effectiveness of a telementoring professional development (PD) model, called ECHO, to build teachers' capacity to promote their students' prosocial behavior while supporting their own well-being. The sample included 109 middle school teachers (59 intervention, 50 waitlist control) and their 1,091 students. The intervention included eight telementoring sessions over a school year. Intervention teachers reported significantly less burnout and intent to leave the profession, greater self-efficacy for managing peer relations, and their students reported greater feelings of belonging compared to the control group. Given its low cost and scalability, the telementoring ECHO model is a promising approach for teacher professional development. [This paper will be published in "Psychology in the Schools."] |
|---|---|
| DOI: | 10.1002/pits.70161 |
