Impact of the Good Behavior Game on special education teachers |
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| Authors: | Juliette A B Hopman Pol A C van Lier Jan van der Ende Chris Struiksma Theo Wubbels Frank C Verhulst |
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| Institution: | 1. Yulius Academy, Yulius Mental Health Organization, Barendrecht, The Netherlands;2. Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC – Sophia Children’s Hospital, Rotterdam, The Netherlands;3. Department of Clinical Developmental Psychology, VU University Amsterdam, Amsterdam, The Netherlands;4. Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC – Sophia Children’s Hospital, Rotterdam, The Netherlands;5. CED-Group, Rotterdam, The Netherlands;6. Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands |
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| 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. |
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| Keywords: | Good Behavior Game teacher burnout symptoms teacher self-efficacy teaching behaviors special education |
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