NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960184
Record Type: Journal
Publication Date: 2012-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-1098-3007
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports
Ross, Scott W.; Romer, Natalie; Horner, Robert H.
Journal of Positive Behavior Interventions, v14 n2 p118-128 Apr 2012
Teacher well-being has become a major issue in the United States with increasing diversity and demands across classrooms and schools. With this in mind, the current study analyzed the relationship between outcomes of teacher well-being, including burnout and efficacy, and the implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Using a multilevel regression approach, the surveys of 184 teachers across 40 elementary schools were analyzed at individual and school levels. Results indicated that teachers in schools implementing SWPBIS with fidelity had significantly lower levels of burnout and significantly higher levels of efficacy. In addition, an interaction effect implied that teachers benefited most from SWPBIS implementation in schools of low socioeconomic status. Limitations of the study are discussed and directions for future interventions and research are recommended. (Contains 3 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon