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ERIC Number: EJ1237425
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1555-5062
The Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers
Cooper, Lori A.
International Journal of Education Policy and Leadership, v15 n14 2019
This study examined the impact of Conscious Discipline® on Michigan elementary teachers' perceptions of their self-efficacy and burnout levels. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach's Burnout Inventory (MBI) and were observed using a fidelity instrument (Rain, 2014) by the researcher five months after the adoption of Conscious Discipline® school-wide in the treatment group (n = 12). The control group (n = 15) was matched with similar student population demographics, and the same surveys and fidelity instrument (Rain, 2014) were used. Results from this study found no statistical significance in the TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in the observed implementation level of Conscious Discipline® and efficacy or burnout scores.
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan (Detroit)
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
Grant or Contract Numbers: N/A