A Proactive Classroom Management Model to Enhance Self-Efficicacy Levels in Teachers of Adolescents Who Display Disruptive Behaviors

Document Type

Article

Publication Date

2-1-2014

Department

Nursing

Abstract

The aims of this project were to determine teachers' self-efficacy levels at baseline and after participating in a proactive classroom management model intervention. Teachers (N = 26) were recruited from a rural middle school in a south central state. Data required for analysis were drawn from the Teachers' Sense of Efficacy Scale (long form). A statistically significant difference (t[25] = 7.68, p < 0.001) was noted in teachers' self-efficacy levels from pre- to post-intervention. Findings support the need for proactive classroom management training for teachers as well as the need for psychiatric and mental health nurse consultants within the school system. Teacher classroom management strategies should also include appropriate response to individual student's needs, effective communication, and insight regarding the behaviors of students from diverse backgrounds.

Publication Title

Journal of Psychosocial Nursing and Mental Health Services

Volume

52

Issue

2

First Page

30

Last Page

37

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