Promoting professional development of secondary school teachers in Greece: in-school training in managing student behaviour

Moutiaga, Sofia; Papavassiliou-Alexiou, Ioanna

doi:10.1080/13664530.2022.2104918

Cited by 1 publication

(1 citation statement)

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“…To this end, teaching staff is encouraged to participate in in-school trainings that are tailored to teachers' needs. Results indicate that teachers who participated in in-school trainings and meetings to effectively manage their students' disruptive behaviors using PBIS systems and procedures report increased professional efficacy and collaboration (Goutas et al, 2021(Goutas et al, , 2022Moutiaga & Papavassiliou-Alexiou, 2022).…”

Section: Greecementioning

confidence: 99%

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

Michael¹,

Γούτας

Tsigilis

et al. 2023

Psychology in the Schools

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There is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher‐related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1‐year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two‐dimensional structure of instructional strategies and behavioral management, with adequate internal consistency (ω = 0.89 and ω = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers’ demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers’ collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole‐school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

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Section: Greecementioning

confidence: 99%