Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports
Journal of Positive Behavior Interventions
Teacher well-being has become a major issue in the United States with increasing diversity and demands across classrooms and schools. With this in mind, the current study analyzed the relationship between outcomes of teacher well-being, including burnout and efficacy, and the implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Using a multilevel regression approach, the surveys of 184 teachers across 40 elementary schools were analyzed at individual and school levels. Results indicated that teachers in schools implementing SWPBIS with fidelity had significantly lower levels of burnout and significantly higher levels of efficacy. In addition, an interaction effect implied that teachers benefited most from SWPBIS implementation in schools of low socioeconomic status. Limitations of the study are discussed and directions for future interventions and research are recommended.
Scott W. Ross, Natalie Romer and Robert H. Horner. Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports. Journal of Positive Behavior Interventions 2012 14: 118 originally published online 12 July 2011. DOI: 10.1177/1098300711413820