Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
8941764 | Teaching and Teacher Education | 2018 | 13 Pages |
Abstract
The effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion related to students with externalizing problem behaviour were investigated using an RCT-design. 103 teachers were randomly assigned to an intervention or control condition and followed during a school-year. Data were collected at three time-points. Self-efficacy for instructional strategies improved at post-test and emotional exhaustion decreased at follow-up as a result of Key2Teach. Self-efficacy did not mediate the effect on emotional exhaustion. The effect of Key2Teach on self-efficacy concerning student engagement and classroom management was mediated by an increase in closeness. Implications for research and practice are discussed.
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Authors
C. Hoogendijk, N.T. Tick, W.H.A. Hofman, J.G. Holland, S.E. Severiens, P. Vuijk, A.F.D. van Veen,