A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use

Elise T. Pas, Catherine P. Bradshaw, Patricia A. Hershfeldt, Philip J. Leaf

Research output: Contribution to journalArticlepeer-review

Abstract

There is an increasing concern about teacher factors, such as burnout or low efficacy, which have been hypothesized to influence student outcomes like achievement or discipline problems. The current study examined how burnout and efficacy relate to student disciplinary actions (e.g., referrals to the principal and suspensions) and referrals for school-based support services (e.g., student support and special education), while adjusting for school-, teacher-, and student-level variables. Data were collected during the fall and spring of a single school year from 491 teachers regarding 9,795 students at 31 elementary schools. Contrary to expectations, having low teacher efficacy in the fall was associated with a reduction in student referrals to the student support team. Also unexpectedly, teachers with high burnout in the fall were less likely to have students who received an out-of-school suspension by the spring. These findings enhance our understanding of the teacher factors that influence student outcomes and may inform the development of screenings and teacher-targeted interventions.

Original languageEnglish (US)
Pages (from-to)13-27
Number of pages15
JournalSchool Psychology Quarterly
Volume25
Issue number1
DOIs
StatePublished - Mar 1 2010

Keywords

  • multilevel modeling
  • referrals
  • student behavior problems
  • teacher burnout
  • teacher efficacy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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