Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion, a randomized controlled trial

Hoogendijk, C.; Tick, Nouchka T.; Hofman, W.H.A.; Holland, Judith G.; Severiens, Sabine; Vuijk, Patricia; Veen, A. F. D. van

doi:10.1016/j.tate.2018.07.014

Cited by 20 publications

(32 citation statements)

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“…Four studies were conducted in the UK,14 24–26 seven studies were from the USA,12 13 15 27–30 four from Hong Kong,11 31–33 four studies from Nigeria 34–37. Others were from Spain,38 Australia,39 Netherlands,40 Japan,41 India,42 Germany43 and Poland 44. These studies were published between 1999 and 2021.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

et al. 2022

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BackgroundThis systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers.MethodsWe searched the Medline, PsycINFO, CINAHL and Education Research Complete until 30 November 2021, to identify relevant studies using relevant key words. Job or occupational stress was used as the outcome measure. Stress was defined as Perceived Stress Scale, Teacher Stress Inventory, Maslach Burnout Inventory, Teacher’s Distress, Brief Symptoms Inventory or Global Severity Index. Study selection, data extraction, risk of bias assessment was performed by two independent reviewers. The pooled estimate of the effect by the type of outcome measurement tool and by type of interventions used was calculated using random effects meta-analysis. We used Grades of Recommendations, Assessment, Development and Evaluation to assess the overall quality of the evidence.ResultsWe reviewed 26 studies, of which 24 were randomised trials and 2 pre-test/post-test studies. Based on meta-analysis, a positive effect of intervention (pooled estimate −1.13, 95% CI −1.52 to −0.73) with high heterogeneity among studies (χ2=426.88, p<0.001, I2=94%) was found by type of interventions used. Cognitive–behavioural therapy had the strongest positive effect, followed by meditation among the types of interventions studied. We identified evidence of a moderate quality for interventions aiming to manage the stress level of schoolteachers.ConclusionsThe meta-analysis showed a positive effect of interventions, suggesting that interventions might reduce the stress level among teachers. The quality of the evidence was moderate.PROSPERO registration numberCRD42021225098

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Section: Resultsmentioning

confidence: 99%

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

et al. 2022

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“…Supporting teachers in effectively handling externalising problem behaviours can be beneficial to teachers, students and peer-students in classrooms. Previous research has shown that using teacherfocused coaching intervention Key2Teach to improve the teacher-student relationship has positive effects on teachers' occupational well-being (Hoogendijk et al 2018(Hoogendijk et al , 2020. In this study, the effects of Key2Teach on externalising and social-emotional problem behaviours of students with externalising behaviours were examined.…”

Section: Discussionmentioning

confidence: 96%

“…In previous research, Key2Teach has been shown to impact the teacher-student relationship, teachers' emotional exhaustion and their sense of self-efficacy (Hoogendijk et al 2018(Hoogendijk et al , 2020. A positive effect of…”

Section: Key2teachmentioning

confidence: 91%

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

Hoogendijk

Tick

Holland

et al. 2020

Emotional and Behavioural Difficulties

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Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

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“…For example, it could deepen the understanding of why and how the availability of a laptop to access the Internet influences (ES = 0.135) the self-efficacy to work with classmates. Research on the subject points out the importance of a positive self-efficacy for the adequate professional performance of a teacher [58][59][60][61][62][63][64].…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

et al. 2019

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This article carries out a comparison of the self-efficacy of teachers in initial training, between the populations of two universities. A questionnaire with two Likert scales is applied in two samples, 836 subjects from the Universidad Nacional (Costa Rica) and 588 from the Universidad de Granada (Spain). The data is reviewed by means of descriptive and inferential statistics (95% confidence interval), correlation tests (Kendall τ correlation coefficient) and variance analysis (Mann–Whitney U test and Kruskal–Wallis H test). The results indicate that both populations show high levels of self-efficiency during their initial training, where the self-perceived capacity to pay attention to the explanations and instructions of the teachers excels. Meaningful differences are observed with getting ahead with difficult situations, doing the extra-class tasks and having motivation in the less interesting classes.

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Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion, a randomized controlled trial

Cited by 20 publications

References 59 publications

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

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