Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647498
Title: The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour
Author: Cooke, Heather
ISNI:       0000 0004 5367 2417
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2014
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Abstract:
Challenging behaviour in schools is a phenomenon focused on by a number of educational documents (Ofsted, 2010) and the media (Vasager, 2011). Challenging behaviour has been shown to have negative impact on a number of student and staff outcomes (DfE, 2012a). Staff outcomes impacted by challenging behaviour include increasing burnout (Crone, Hawken & Bergstrom, 2007) and decreasing self-efficacy (Mitchell & Hastings, 2001), which have been connected to negative impact on staff health (Hastings & Bham, 2003). Time allocated to staff training in schools is decreasing (Bubb & Earley, 2013), highlighting a need for research which considers how school staff can be supported in the limited time available. The impact of a behaviour plan based on solution focused and behavioural principles (developed by a specialist teacher) on students’ challenging behaviour was explored through single case experimental design. Further to this a randomised control design investigated the impact of whole school training relating to the behaviour plan on school staff burnout and self-efficacy. Results showed that the intervention reduced challenging behaviours to differing degrees of all 3 primary students included in the single case experimental design. The whole school training did not significantly impact the number of behaviour plans implemented in classrooms. However, training was shown to have significant positive effects on school staffs’ personal, general, and overall self-efficacy, with no impact on external self-efficacy. The training was also shown to significantly decrease school staffs’ burnout levels; specifically physical fatigue, cognitive weariness, and overall burnout levels, but not emotional exhaustion. This research suggests that the behaviour plan and the accompanying whole school training have the potential to increase teacher self-efficacy, decrease teacher burnout, and provide staff with a suitable intervention to manage challenging behaviour. Areas for further research are highlighted by the limitations and additional observations made during the research process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.647498  DOI: Not available
Keywords: LB1024 Teaching ; LB1050 Educational psychology
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