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

• Published in: Journal of psychosocial nursing and mental health services Vol. 52; no. 2; pp. 1 - 37
• Main Authors: PACE, Rolanda T, BOYKINS, Anita D, DAVIS, Sheila P
• Format: Journal Article
• Language: English
• Published: Thorofare, NJ Slack 01-02-2014; SLACK INCORPORATED
• Subjects: Adolescent; Adult; Attention Deficit and Disruptive Behavior Disorders - psychology; Behavior disorders; Behavior modification; Biological and medical sciences; Child; Classroom management; Educational psychology; Faculty - statistics & numerical data; Female; Fundamental and applied biological sciences. Psychology; Humans; Male; Middle school students; Needs Assessment; Nursing; Program Evaluation - methods; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Rural Population; Self Efficacy; Student behavior; Students - psychology; Teacher; Teaching - methods; Teaching - organization & administration; United States; North America; America; United States > US; Social environment; Human; Mental health; Disruptive behavior; Teacher; Conduct disorder; School environment; Stress; Professional practice; Adolescent; Self efficacy; Classroom; Training program; Social behavior disorder; Public health
• ISSN: 0279-3695; 1938-2413
• DOI: 10.3928/02793695-20130930-01

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 (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. [
Journal of Psychosocial Nursing and Mental Health Services, xx
(xx), xx–xx.]