The Life Skills Training Program (LST): Outcomes and Processes in Teacher Training.

Autor/inn/en	Shechtman, Zipora; Levy, Merav; Egozi, Sarit; Leichtentritt, Judy
Titel	The Life Skills Training Program (LST): Outcomes and Processes in Teacher Training.
Quelle	(2001), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Group Instruction; Grouping (Instructional Purposes); Higher Education; Inservice Teacher Education; Program Effectiveness; Self Efficacy; Teacher Attitudes; Teaching Conditions; Well Being; Israel + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Gruppenunterricht; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden
Abstract	This study evaluated the impact of length of training in the Life Skills Training (LST) program on teachers' perception of the work climate and sense of self-efficacy, identifying process components affecting those outcomes. The LST program is a psychoeducational model of group intervention designed to improve the well-being of children and adults, including teachers. Based on the rationale that group training affects relationships between participating teachers, it was hypothesized that such training would lead to improved perceptions of the work environment. Also, specific training in life skills was expected to enhance teachers' self-efficacy. A representative sample of 342 Israeli elementary teachers from schools that operated LST programs completed feedback questionnaires measuring work climate, self-efficacy, and various teacher training issues. Participants were divided into three groups: teachers who did not receive training, teachers in their first year of training, and teachers in their second year of training. Results indicated that teachers with about 2 years of training had significantly higher scores on measures of self-efficacy and work environment. Only a few of the process variables, such as administrative support, use of books, and contribution to teaching, related to outcomes. (Contains 29 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC