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.

Additional Metadata
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
Citation
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