Impact of the Good Behavior Game on special education teachers
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.
|Keywords||Good Behavior Game, special education, teacher burnout symptoms, teacher self-efficacy, teaching behaviors|
|Persistent URL||dx.doi.org/10.1080/13540602.2017.1379389, hdl.handle.net/1765/102178|
|Journal||Teachers and Teaching: Theory and Practice|
Hopman, J.A.B, van Lier, P.A.C, van der Ende, J, Struiksma, C. (Chris), Wubbels, T, Verhulst, F.C, … Tick, N.T. (2017). Impact of the Good Behavior Game on special education teachers. Teachers and Teaching: Theory and Practice, 1–19. doi:10.1080/13540602.2017.1379389