A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Abstract

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect ( p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors

“…The teachers interact with the child in play time and videotape the session and send it to the counselor. The counseling session focuses on problem solving based on the need of the teacher Face to face coaching session, and a brief phone call in the alternate weeks (around 10 min play time with the child) 2–3 times weekly for eight weeks USA McCullough et al ( 2021 ) Best In Class intervention classroom-based intervention See Conroy et al ( 2015 ) 6 h of training followed by 14- 1:30 min sessions of coaching and 30 min observation USA Owens et al ( 2017 ) Daily report card and consultation The program consists of a workshop and a consultation. The workshop starts with an introduction about ADHD, general classroom management, and a daily report card.…”

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“…Причем вначале синдром эмоционального выгорания носит, как правило, скрытый характер. Затем сдерживаемая раздражительность «вырывается» наружу, провоцируя конфликтные ситуации, нередко становясь причиной проблемного поведения обучающихся (McCullough, 2021).…”

Funcionamiento psicológico adaptativo y burnout en docentes: implicaciones sobre los procesos instruccionales

“…La autoeficacia docente alude a la capacidad autopercibida para influir positivamente en la implicación y en el aprendizaje del estudiantado, incluso cuando este se encuentra poco motivado o atravesando dificultades (Hajovsky et al, 2020). La investigación precedente ofrece pocas dudas respecto a la relación negativa entre burnout y autoeficacia docente (McCullough et al, 2022;Pisanti et al, 2022). Sin embargo, no existe unanimidad respecto a la dirección de esta relación (Brouwers y Tomic, 2000;Skaalvik y Skaalvik, 2007, 2010.…”