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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.
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]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of the universal positive behavioral interventions and supports on collective teacher efficacy.
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  Data: <searchLink fieldCode="AR" term="%22Michael%2C+Demos%22">Michael, Demos</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goutas%2C+Theodoros%22">Goutas, Theodoros</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tsigilis%2C+Nikolaos%22">Tsigilis, Nikolaos</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Michaelidou%2C+Victoria%22">Michaelidou, Victoria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Charalambous%2C+Vicky%22">Charalambous, Vicky</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vrasidas%2C+Charalambos%22">Vrasidas, Charalambos</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Sep2023, Vol. 60 Issue 9, p3188-3205. 18p. 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Collective+efficacy%22">Collective efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Greek+language%22">Greek language</searchLink><br /><searchLink fieldCode="DE" term="%22Demographic+characteristics%22">Demographic characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink><br /><searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink>
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  Data: 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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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.22919
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      – SubjectFull: Greek language
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              Text: Sep2023
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              Y: 2023
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