Effects of the Universal Positive Behavioral Interventions and Supports on Collective Teacher Efficacy
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| Title: | Effects of the Universal Positive Behavioral Interventions and Supports on Collective Teacher Efficacy |
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| Language: | English |
| Authors: | Michael, Demos (ORCID |
| Source: | Psychology in the Schools. Sep 2023 60(9):3188-3205. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Positive Behavior Supports, Equal Education, Teacher Effectiveness, Beliefs, Educational Strategies, Student Behavior, Behavior Problems, Teamwork, Intervention |
| Geographic Terms: | Cyprus, Greece |
| DOI: | 10.1002/pits.22919 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1-year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two-dimensional structure of instructional strategies and behavioral management, with adequate internal consistency ([omega] = 0.89 and [omega] = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers' demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers' collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole-school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1386799 |
| Database: | ERIC |
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| Abstract: | There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1-year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two-dimensional structure of instructional strategies and behavioral management, with adequate internal consistency ([omega] = 0.89 and [omega] = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers' demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers' collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole-school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.22919 |
