School-Wide Positive Behavior Support effect on collective teacher efficacy

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Published: Sep 4, 2022
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2022-09-04 (1)
DOI: https://doi.org/10.12681/dial.30039
Keywords:
School-Wide Positive Behavior Support collective efficacy primary education teachers
Theodoros Goutas
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
https://orcid.org/0000-0002-9531-447X
Abstract

School-Wide Positive Behavior Support (SWPBS) effective implementation requires teachers to cooperate to teach a common set of social behavior rules for students. Teachers’ collective efficacy is related to their level of cooperation, their teaching strategies, and students’ discipline at school. The purpose of this study was to investigate the effect of SWPBS on teachers’ collective efficacy. 265 teachers (N experimental = 131 and N control =134) from 30 schools (n experimental = 15 and n control = 15) took part in the study. Participants completed the Collective Teacher Belief Scale. Independent samples and paired-samples tests, as well as mixed between-within subjects analysis of variance with two repeated measures were conducted (before and after the intervention), to assess its impact on participants’ collective efficacy. No significant differences were observed between the two groups’ collective efficacy before the intervention and both groups improved their collective efficacy after the intervention. However, the experimental group significantly improved its overall score because of the positive effect of the intervention. Finally, time and group factors had significant main effects of small to medium size on collective efficacy of the experimental group.

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Author Biography
Theodoros Goutas, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Εκπαιδευτικός, Δρ. Επιστημών Αγωγής και Εκπαίδευσης, Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

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