Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

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  • Author(s): Kelm, Joanna L.; McIntosh, Kent
  • Language:
    English
  • Source:
    Psychology in the Schools. Feb 2012 49(2):137-147.
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Self Efficacy; Discipline Policy; Behavior Modification; Correlation; Student Behavior; Teacher Effectiveness; Teacher Attitudes; Questionnaires; Educational Environment; Behavior Problems; Foreign Countries
    • Subject Terms:
      Canada
    • Accession Number:
      10.1002/pits.20624
    • ISSN:
      0033-3085
    • Abstract:
      This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy. Differences in ratings of self-efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self-efficacy when controlling for school-level effects. Results are discussed in terms of implications for future research and practice. (Contains 2 tables.)
    • Abstract:
      As Provided
    • Number of References:
      58
    • Publication Date:
      2013
    • Accession Number:
      EJ989744