رسالة جامعية
Classroom Mental Health Supports in Middle School: A Mixed Methods Study of Teacher Self-Efficacy, Identity, and Contextual Factors
| العنوان: | Classroom Mental Health Supports in Middle School: A Mixed Methods Study of Teacher Self-Efficacy, Identity, and Contextual Factors |
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| اللغة: | English |
| المؤلفون: | Miranda R. Zahn |
| المصدر: | ProQuest LLC. 2022Ph.D. Dissertation, The University of Wisconsin - Madison. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 138 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mental Health, Middle School Teachers, Self Efficacy, Self Concept, Context Effect, Educational Strategies, Culturally Relevant Education, Teacher Education, Best Practices |
| ردمك: | 979-88-454-2178-4 |
| مستخلص: | Background/Objectives: In a sociopolitical landscape characterized by growing student behavioral needs and stagnating or shrinking resources, school systems must become more efficient and promote shared ownership to support students. Teachers are critical stakeholders as we expand school mental health systems, yet they receive little training in mental health and are stretched thin by administrative demands and competing roles. Method: In the current study, quantitative and qualitative approaches were used in a mixed methods approach to evaluate the ways teachers report becoming efficacious in classroom mental health strategies. Quantitatively, teachers (n = 114) reported training, demographics, self-efficacy for classroom strategies, and culturally responsive practices (Ohio State Teacher Efficacy Scale [OSTES]; Culturally Responsive Classroom Management Self-Efficacy Scale [CRCMSES]). Multiple linear regression was used to measure the relationship between teachers' experiences and identities and self-efficacy for mental health supports. Qualitatively, teachers (n = 8) reported on classroom mental health supports, contextual barriers and supports, training experiences, and culturally responsive mental health practices. Interviews were analyzed using a descriptive-interpretive or generative approach to content analysis (unitization, minor categorization, major categorization, double coding). Results: Results from the quantitative study showed the impact of training and identity factors on teachers' confidence to provide mental health support for students. Teachers' race/ethnicity, years of teaching experience, and years at their current school impacted self-efficacy for mental health practices. On a measure of self-efficacy to engage in culturally responsive mental health practices (the CRCMSES), teachers' gender, race/ethnicity, years of teaching experience, license pathway, special education coursework, school implementation of Positive Behavior Interventions and Supports (PBIS), and current role impacted self-efficacy for culturally responsive mental health practices.Qualitative results demonstrated the practices that teachers report using at school, as well as a variety of factors related to their use, including interpersonal facilitators, experiential facilitators, logistical facilitators, student barriers, role barriers, teacher capacity barriers, logistical barriers, and school context barriers. Discussion: Implications for teacher pre-service training, professional development, and school contexts are discussed in relation to best practices for classroom mental health supports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29392506 |
| رقم الأكسشن: | ED648015 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-88-454-2178-4 |
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