Abstract
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations.
Highlights
Important relations have been documented between teachers’ behavior and efficacy perceptions and students’ learning and conduct
94% with parental consent participated at T2 and T3, and 91.9% participated at T4
We examined the impacts of N-PALS on school staffs’ practices and on their individual and collective efficacy in a strengthened, non-randomized experiment with 28 intervention schools and 20 “regular practice” schools serving as controls
Summary
Important relations have been documented between teachers’ behavior and efficacy perceptions and students’ learning and conduct. Teachers’ ability to organize classrooms and manage the behavior of their students is associated with high perceived efficacy and perseverance and appears to induce positive academic and psycho-social outcomes for students (Gibbs & Powell, 2011). Teachers with a strong belief in their own efficacy are assumed to set more challenging goals, take more personal responsibility for student outcomes, and be more open to new teaching methods Such teachers are more likely to be successful in implementing new programs, to be motivated to cope effectively with student misconduct, and to successfully manage challenges in the classroom (e.g., Tschannen-Moran et al, 2008). In a Norwegian study, Sørlie and Torsheim (2011) found a strong inverse and reciprocal (bi-directional) relationship between collective efficacy and the level of problem behavior in schools, both concurrently and over time
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