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Factors associated with school teachers’ self-efficacy beliefs in delivering a tier 2 CBT-based programme in schools
Citation
Nah, Y.-H., & Ng, R. L.-E. (2024). Factors associated with school teachers’ self-efficacy beliefs in delivering a tier 2 CBT-based programme in schools. School Mental Health. Advance online publication. https://doi.org/10.1007/s12310-024-09710-5
Abstract
This study explored factors associated with teachers’ self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, SD = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers’ sources of self-efficacy beliefs, and demographic variables were collected. Participants also rated eight vignettes on how confident they would feel when required to deliver and facilitate sessions. Mastery Experience and self-efficacy beliefs for teaching in general were significant predictors. While quantitative results did not suggest that Vicarious Experience was a significant predictor, participants frequently highlighted qualitatively that opportunities to observe peers, professionals and other teachers with more experience, as well as role-play, would help them feel more confident to deliver such sessions. These results can be used to inform selection of educators for such a programme and in designing the training for these teachers.
Publisher
Springer
Journal
School Mental Health