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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| Authors: | Michael, Demos (AUTHOR), Goutas, Theodoros (AUTHOR), Tsigilis, Nikolaos (AUTHOR), Michaelidou, Victoria (AUTHOR), Gregoriadis, Athanasios (AUTHOR), Charalambous, Vicky (AUTHOR), Vrasidas, Charalambos (AUTHOR) |
| Source: | Psychology in the Schools. Sep2023, Vol. 60 Issue 9, p3188-3205. 18p. 5 Charts. |
| Subjects: | Collective efficacy, Teacher effectiveness, Greek language, Demographic characteristics, Primary schools |
| Geographic Terms: | Greece, Cyprus |
| 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 (ω = 0.89 and ω = 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. Practitioner points: The PBIS Tier 1 implementation fidelity predicted collective teacher efficacy.The intervention increased teachers' perceived ability to provide quality instruction.Whole‐school approaches are suggested for collectively improving behavioral management. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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 (ω = 0.89 and ω = 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. Practitioner points: The PBIS Tier 1 implementation fidelity predicted collective teacher efficacy.The intervention increased teachers' perceived ability to provide quality instruction.Whole‐school approaches are suggested for collectively improving behavioral management. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22919 |
