Predicting Implementation of the PAX Good Behavior Game + MyTeachingPartner Interventions

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  • Additional Information
    • Peer Reviewed:
      Y
    • Source:
      33
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A190162
      R305A130107
    • Education Level:
      Elementary Education
    • Subject Terms:
      Predictor Variables; Program Implementation; Educational Games; Student Behavior; Behavior Modification; Classroom Techniques; Intervention; Beginning Teachers; Elementary School Teachers; Occupational Safety and Health; Stress Variables; Teacher Burnout; Teaching Skills; Feasibility Studies; Evidence Based Practice; Coaching (Performance); Social Emotional Learning
    • Accession Number:
      10.3389/fpsyg.2023.1059138
    • Abstract:
      Introduction: Effective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers' occupational health (job stress, burnout, and perceived teaching ability) and perceptions of program feasibility in relation to their implementation dosage and quality of two evidence-based classroom management programs implemented together: the PAX Good Behavior Game (GBG) and MyTeachingPartner (MTP) intervention. Methods: Teachers provided information on their occupational health at the start of the school year and were then randomized to the PAX GBG + MTP condition or control condition. Teachers' perceptions of the feasibility of the program, implementation dosage, and implementation quality of the intervention were measured at the end of the school year for the 94 intervention teachers. Results: Teachers participated in more MTP coaching cycles when they reported that the combined PAX GBG + MTP program was feasible. Although there were no main effects of occupational health on implementation, the associations between job stress and implementation quality were moderated by perceptions of feasibility. Discussion: Findings highlight the complexity of factors influencing the implementation of evidence-based programs in school settings. [This paper was published in "Frontiers in Psychology" v14 2023.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2024
    • Accession Number:
      ED650497