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Positive behaviour for learning: Differentiating teachers’ self-efficacy
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Paper presented at the AARE Conference, Canberra, Australia, 29 November to 3 December 2009
The objective of this research is to compare the self-efficacy of teachers from schools
implementing Positive Behaviour for Learning (PBL) (experimental group) with
teachers in schools who are on the wait list (control group). PBL is a behaviour
management innovation adapted from the United States, Positive Behaviour
Interventions and Supports (PBIS), which has been progressively introduced across
schools by the NSW Department of Education and Training Western Sydney Region
(DET WSR). It was hypothesised that teachers implementing PBL (experimental)
would report higher teacher self-efficacy than those in the control group. The Ohio
State Teacher Self-Efficacy Scale was used to measure teacher self-efficacy. The
sample comprised 394 primary and secondary teachers from the WSR. Interestingly
the results revealed that PBL teachers had equally high self-efficacy of instruction and
management compared with the control group and there was no significant difference
between teachers from PBL and non-PBL schools in their self-efficacy of engagement
and classroom management. The implications of these findings are considered.
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