Reducing Teacher Distress Through Implementation of the Good Behavior Game.
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| Title: | Reducing Teacher Distress Through Implementation of the Good Behavior Game. |
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| Authors: | Radley, Keith C. (AUTHOR), Fischer, Aaron J. (AUTHOR), Dubrow, Paige (AUTHOR), Mathis, Sara N. (AUTHOR), Heller, Haylee (AUTHOR) |
| Source: | Journal of Behavioral Education. Dec2024, Vol. 33 Issue 4, p890-911. 22p. |
| Subjects: | Teacher evaluation, Psychology of students, Teacher turnover, Classroom management, Behavioral assessment |
| Abstract: | High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Behavioral Education is the property of Springer Nature 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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| Abstract: | High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-023-09515-7 |
