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Effects of school‐wide positive behavior support on teacher self‐efficacy
Author(s) -
Kelm Joanna L.,
McIntosh Kent
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20624
Subject(s) - psychology , self efficacy , multilevel model , positive behavior support , perception , mathematics education , developmental psychology , medical education , applied psychology , social psychology , intervention (counseling) , medicine , machine learning , psychiatry , neuroscience , computer science
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. © 2011 Wiley Periodicals, Inc.