Impact of the Good Behavior Game on Special Education Teachers
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| Title: | Impact of the Good Behavior Game on Special Education Teachers |
|---|---|
| Language: | English |
| Authors: | Hopman, Juliette A. B., van Lier, Pol A. C., van der Ende, Jan, Struiksma, Chris, Wubbels, Theo, Verhulst, Frank C., Maras, Athanasios, Breeman, Linda D., Tick, Nouchka T. |
| Source: | Teachers and Teaching: Theory and Practice. 2018 24(4):350-368. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Education, Educational Games, Classroom Techniques, Special Education Teachers, Teacher Burnout, Symptoms (Individual Disorders), Self Efficacy, Teacher Behavior, Special Education, Special Schools, Emotional Disturbances, Behavior Problems, Experimental Groups, Control Groups, Faculty Development, Positive Reinforcement, Well Being, Adolescents, Foreign Countries, Intervention, Burnout, Measures (Individuals), Regression (Statistics), Randomized Controlled Trials, Pretests Posttests, Statistical Analysis |
| Geographic Terms: | Netherlands |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory |
| DOI: | 10.1080/13540602.2017.1379389 |
| ISSN: | 1354-0602 |
| Abstract: | This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. |
| Abstractor: | As Provided |
| Number of References: | 64 |
| Entry Date: | 2018 |
| Accession Number: | EJ1174615 |
| Database: | ERIC |
| Abstract: | This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. |
|---|---|
| ISSN: | 1354-0602 |
| DOI: | 10.1080/13540602.2017.1379389 |
