Enhancing Teachers' Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A120812
      R305A140434
      R305A160398
      R305A040056
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Student Behavior; Behavior Modification; Teacher Competencies; Teacher Burnout; Consultation Programs; Models; Faculty Development; Middle School Teachers; Intervention; Classroom Techniques; Early Adolescents; Learner Engagement; Evidence Based Practice; Interpersonal Relationship
    • Accession Number:
      10.1177/10634266241235154
    • ISSN:
      1063-4266
      1538-4799
    • Abstract:
      More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers' "capacity to manage classroom behavior" and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model's potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers' capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2024
    • Accession Number:
      EJ1426405