A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use

Autor/inn/en	Pas, Elise T.; Bradshaw, Catherine P.; Hershfeldt, Patricia A.; Leaf, Philip J.
Titel	A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use
Quelle	In: School Psychology Quarterly, 25 (2010) 1, S.13-27 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0018576
Schlagwörter	Discipline Problems; Teacher Influence; Suspension; Teacher Burnout; School Effectiveness; Self Efficacy; Special Needs Students; Elementary School Students; Teacher Effectiveness; Teaching Conditions; Referral; Special Education; Elementary School Teachers; Check Lists; Teacher Characteristics; Student Characteristics; Maryland + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Schuleffizienz; Self-efficacy; Selbstwirksamkeit; Sonderpädagogischer Förderbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Grundschule; Volksschule; Lehrende; Checkliste
Abstract	There is an increasing concern about teacher factors, such as burnout or low efficacy, which have been hypothesized to influence student outcomes like achievement or discipline problems. The current study examined how burnout and efficacy relate to student disciplinary actions (e.g., referrals to the principal and suspensions) and referrals for school-based support services (e.g., student support and special education), while adjusting for school-, teacher-, and student-level variables. Data were collected during the fall and spring of a single school year from 491 teachers regarding 9,795 students at 31 elementary schools. Contrary to expectations, having low teacher efficacy in the fall was associated with a reduction in student referrals to the student support team. Also unexpectedly, teachers with high burnout in the fall were less likely to have students who received an out-of-school suspension by the spring. These findings enhance our understanding of the teacher factors that influence student outcomes and may inform the development of screenings and teacher-targeted interventions. (Contains 6 tables and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10