Literaturnachweis - Detailanzeige
| Autor/inn/en | Michael, Demos; Goutas, Theodoros; Tsigilis, Nikolaos; Michaelidou, Victoria; Gregoriadis, Athanasios; Charalambous, Vicky; Vrasidas, Charalambos |
|---|---|
| Titel | Effects of the Universal Positive Behavioral Interventions and Supports on Collective Teacher Efficacy |
| Quelle | In: Psychology in the Schools, 60 (2023) 9, S.3188-3205 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Michael, Demos) ORCID (Goutas, Theodoros) ORCID (Tsigilis, Nikolaos) ORCID (Michaelidou, Victoria) ORCID (Gregoriadis, Athanasios) ORCID (Vrasidas, Charalambos) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22919 |
| Schlagwörter | Foreign Countries; Elementary School Teachers; Positive Behavior Supports; Equal Education; Teacher Effectiveness; Beliefs; Educational Strategies; Student Behavior; Behavior Problems; Teamwork; Intervention; Cyprus; Greece |
| Abstract | There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1-year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two-dimensional structure of instructional strategies and behavioral management, with adequate internal consistency ([omega] = 0.89 and [omega] = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers' demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers' collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole-school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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