Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

Demos Michael, Theodoros Goutas, Nikolaos Tsigilis, Victoria Michaelidou, Athanasios Gregoriadis, Vicky Charalambous, Charalambos Vrasidas

Research output: Contribution to journalArticlepeer-review

Abstract

There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher-related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1-year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two-dimensional structure of instructional strategies and behavioral management, with adequate internal consistency (ω = 0.89 and ω = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers’ demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers’ collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole-school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

Original languageEnglish
Pages (from-to)3188-3205
Number of pages18
JournalPsychology in the Schools
Volume60
Issue number9
DOIs
Publication statusPublished - Sept 2023

Keywords

  • collective teacher efficacy
  • positive behavior support
  • schools
  • teachers
  • whole-school approach

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