Impact of the Good Behavior Game on special education teachers

Juliette A.B. Hopman; Pol A.C. van Lier; Jan van der Ende; Chris Struiksma; Theo Wubbels; Frank C. Verhulst; Athanasios Maras; Linda D. Breeman; Nouchka T. Tick

doi:10.1080/13540602.2017.1379389

Impact of the Good Behavior Game on special education teachers

Juliette A.B. Hopman^*
, Pol A.C. van Lier
, Jan van der Ende
, Chris Struiksma
, Theo Wubbels
, Frank C. Verhulst
, Athanasios Maras
, Linda D. Breeman
, Nouchka T. Tick

^*Corresponding author for this work

Clinical Developmental Psychology

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

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.

Original language	English
Pages (from-to)	350-368
Number of pages	19
Journal	Teachers and Teaching : Theory and Practice
Volume	24
Issue number	4
DOIs	https://doi.org/10.1080/13540602.2017.1379389
Publication status	Published - 19 May 2018

Funding

This research is part of the 4U Study and has been financially supported by a grant from the Netherlands Organization for Scientific Research NWO (program number NL28706.097.09). Participating centers of the 4U Study include two departments of the Yulius Mental Health Organization (Yulius Academy and Yulius Education), the CED-Group Rotterdam, the Erasmus University Medical Center Rotterdam, the Utrecht University, and the VU University Amsterdam, all located in the Netherlands. We thank all students, their teachers, and their parents who participated in this study and everyone who worked on the 4U Study.

Funders	Funder number
Netherlands Organization for Scientific Research NWO	NL28706.097.09

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Good Behavior Game
special education
teacher burnout symptoms
teacher self-efficacy
teaching behaviors

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10.1080/13540602.2017.1379389

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Persistent link

Cite this

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title = "Impact of the Good Behavior Game on special education teachers",

abstract = "This study tested effects of a program that offers teachers universal classroom management strategies, on teachers{\textquoteright} 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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AU - Hopman, Juliette A.B.

AU - van Lier, Pol A.C.

AU - van der Ende, Jan

AU - Struiksma, Chris

AU - Wubbels, Theo

AU - Verhulst, Frank C.

AU - Maras, Athanasios

AU - Breeman, Linda D.

AU - Tick, Nouchka T.

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AB - 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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Impact of the Good Behavior Game on special education teachers

Abstract

Funding

UN SDGs

Keywords

Access to Document

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