The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour

Cooke, Heather (2014) The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour. DAppEdPsy thesis, University of Nottingham.

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (3MB) | Preview

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.

Item Type: Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors: Durbin, N.
Keywords: teacher in-service training, challenging behaviour, staff self-efficacy, staff burnout, student behaviour
Subjects: L Education > LB Theory and practice of education > LB1024 Teaching
L Education > LB Theory and practice of education > LB1050 Educational psychology
Faculties/Schools: UK Campuses > Faculty of Science > School of Psychology
Item ID: 27636
Depositing User: Cooke, Heather
Date Deposited: 28 May 2015 08:45
Last Modified: 17 Sep 2016 05:51
URI: http://eprints.nottingham.ac.uk/id/eprint/27636

Actions (Archive Staff Only)

Edit View Edit View