Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting |
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| Authors: | Tia Navelene Barnes Christina Cipriano Kathleen McCallops Cara Cuccuini-Harmon Susan E Rivers |
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| Institution: | 1. Department of Human Development and Family Sciences, University of Delaware, Newark, DE, USA;2. Department of Psychology, University of Massachusetts, Dartmouth, Dartmouth, MA, USA;3. Centerstone Research Institute, Newton, MA, USA |
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| Abstract: | Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools. |
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| Keywords: | Emotional and behavioural challenges teacher well-being paraprofessional well-being school supports residential treatment school |
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