Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

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.

KEYWORDS:

• Emotional and behavioural challenges
• teacher well-being
• paraprofessional well-being
• school supports
• residential treatment school

Acknowledgments

We would like to thank Nathan Simmons and Rebecca Douglass for their contribution to this project. This work was supported by the William T. Grant Foundation under Grant # 180276.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the William T. Grant Foundation [180276];

Notes on contributors

Tia Navelene Barnes

Tia Navelene Barnes, Ph.D., is an Assistant Professor in Human Development and Family Sciences and the Center for Research in Education and Social Policy at the University of Delaware. Her research interests include social-emotional learning, educator well-being, and the use of culturally responsive practices in schools.

Christina Cipriano

Christina Cipriano, Ph.D., is an Assistant Professor at the University of Massachusetts Dartmouth. Her research focuses on serving vulnerable youth through the systematic examination of the interactions within their homes, schools, and communities to promote pathways to optimal developmental outcomes.

Kathleen McCallops

Kathleen McCallops is a second-year doctoral student in the Department of Human Development and Family Sciences at the University of Delaware. Kathleen’s research interest focuses on how experiencing homelessness and housing instability affect mental health and educational outcomes among youth and families.

Cara Cuccuini-Harmon

Cara Cuccuini-Harmon is a doctoral student in Human Development and Family Science at the University of Delaware. Her research interests include early childhood education as it relates to self-regulation and executive function, school readiness, and educational policy.

Susan E. Rivers

Susan Rivers, Ph.D., is the Executive Director & Chief Scientist for iThrive Games. Her research interests include emotional intelligence, social and emotional learning interventions, and the development of game-based interventions.