Impact of the Good Behavior Game on Special Education Teachers

Autor/inn/en	Hopman, Juliette A. B.; van Lier, Pol A. C.; van der Ende, Jan; Struiksma, Chris; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; Tick, Nouchka T.
Titel	Impact of the Good Behavior Game on Special Education Teachers
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 4, S.350-368 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2017.1379389
Schlagwörter	Teacher Education; Educational Games; Classroom Techniques; Special Education Teachers; Teacher Burnout; Symptoms (Individual Disorders); Self Efficacy; Teacher Behavior; Special Schools; Emotional Disturbances; Behavior Problems; Experimental Groups; Control Groups; Faculty Development; Positive Reinforcement; Well Being; Adolescents; Foreign Countries; Intervention; Measures (Individuals); Regression (Statistics); Randomized Controlled Trials; Pretests Posttests; Statistical Analysis; Netherlands; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Educational game; Lernspiel; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Psychiatrische Symptomatik; Self-efficacy; Selbstwirksamkeit; Teacher behaviour; Lehrerverhalten; Special school; Sonderschule; Gefühlsstörung; Well-being; Wellness; Wohlbefinden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Messdaten; Regression; Regressionsanalyse; Statistische Analyse; Niederlande
Abstract	This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01