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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Teachers and Teaching: Theory and Practice
Department of Child and Adolescent Psychiatry and Psychology

Hopman, J., van Lier, P., van der Ende, J., Struiksma, C. (Chris), Wubbels, T., Verhulst, F., … Tick, N. (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