TY - JOUR
T1 - PROMOTING SECONDARY TEACHERS’ WELL-BEING AND INTENTIONS TO IMPLEMENT EVIDENCE-BASED PRACTICES
T2 - RANDOMIZED EVALUATION OF THE ACHIEVER RESILIENCE CURRICULUM
AU - Cook, Clayton R
AU - Miller, Faith G
AU - Fiat, Aria
AU - Renshaw, Tyler
AU - Frye, Megan
AU - Joseph, Gail
AU - Decano, Polocarpio
N1 - Publisher Copyright:
© 2016 Wiley Periodicals, Inc.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Teaching is regarded as one of the most challenging yet rewarding professions. Moreover, research has shown that stress and burnout are likely to undermine teacher effectiveness and negatively impact their willingness and intentions to implement evidence-based practices. The present study sought to contribute to a growing body of research implicating the importance of teacher well-being by evaluating the efficacy of a theoretically based training that integrates several practices into a single program (e.g., mindfulness, values clarification, gratitude practices, sleep hygiene, etc.) that are designed to promote the well-being of teachers—the ACHIEVER Resilience Curriculum (ARC). To evaluate the ARC, a randomized block controlled study was conducted with pre–post measurement. Results from the study indicated that, compared with an active control group, teachers who participated in the ARC experienced significantly better outcomes, characterized by medium effect sizes, including reductions in job-related stress, improvements in teaching self-efficacy, and stronger intentions to implement evidence-based classroom practices. The implications of these findings for teacher preparation and professional development, along with the limitations of the study, are discussed.
AB - Teaching is regarded as one of the most challenging yet rewarding professions. Moreover, research has shown that stress and burnout are likely to undermine teacher effectiveness and negatively impact their willingness and intentions to implement evidence-based practices. The present study sought to contribute to a growing body of research implicating the importance of teacher well-being by evaluating the efficacy of a theoretically based training that integrates several practices into a single program (e.g., mindfulness, values clarification, gratitude practices, sleep hygiene, etc.) that are designed to promote the well-being of teachers—the ACHIEVER Resilience Curriculum (ARC). To evaluate the ARC, a randomized block controlled study was conducted with pre–post measurement. Results from the study indicated that, compared with an active control group, teachers who participated in the ARC experienced significantly better outcomes, characterized by medium effect sizes, including reductions in job-related stress, improvements in teaching self-efficacy, and stronger intentions to implement evidence-based classroom practices. The implications of these findings for teacher preparation and professional development, along with the limitations of the study, are discussed.
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U2 - 10.1002/pits.21980
DO - 10.1002/pits.21980
M3 - Article
AN - SCOPUS:85003749470
SN - 0033-3085
VL - 54
SP - 13
EP - 28
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 1
ER -