Improving skills and pedagogical sensitivity of teachers in Dutch primary education: A study on the effects of the behavioral intervention for teachers Multi-Method Coaching on teacher and child mental health and educational outcomes.
- Conditions
- Teachers:<br /> Stress- Symptoms of burn-out- Anxiety/depressionChildren:Conduct problems
- Registration Number
- NL-OMON28483
- Lead Sponsor
- ectoraat Grootstedelijk Onderwijs en Jeugdbeleid Hogeschool Inholland
- Brief Summary
/A
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Pending
- Sex
- Not specified
- Target Recruitment
- 5616
Inclusion Criteria
This study will employ a multiple-gate screening procedure to identify 144 teacher-child dyads. All children from ages 8 to 12 (grades 5, 6, 7) years attending the 62 participating schools will be included in this procedure and screened.
Step 1 inclusion: All children with (sub)clinical levels of conduct problems will be identified;
Exclusion Criteria
1. Schools will be excluded when they are participating in an intensive intervention aimed at reducing conduct problems during schoolyear 2013-2014;
2. Teachers of the selected schools will be excluded when they are participating in another intensive behavioral teacher-training during schoolyear 2013-2014.
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Primary study parameters (teacher outcomes):<br /><br>1. Reactive and proactive skills and pedagogical sensitivity (competencies of teachers regarding classroom management practices and behavior management strategies); measured by the CLASS;<br /><br>2. Teacher perceptions of self-efficacy (TSES);<br /><br>3. Teacher perception of levels of conflict within the relationships with all children in class (LLRV);<br /><br>4. Teacher perception of the relationship with the dyad-child: levels of closeness (warmth and open communication), conflict (negativity and discordance), and dependancy of the child on the teacher (LLRV);<br /><br>5. Observed quality of the relationship between the teacher and the dyad-child (CLASS). <br><br /><br /><br>Primary study parameters (child outcomes):<br /><br>1. Child perceptions of teacher-child interactions (VIL);<br /><br>2. Observed quality of the relationship between the teacher and the dyad-child (CLASS).
- Secondary Outcome Measures
Name Time Method Secondary study parameters (teacher outcomes):<br /><br>1. Teacher-reported symptoms of stress (CARD);<br /><br>2. Teacher-reported symptoms of burnout (UBOS-L);<br /><br>3. Teacher reported symptoms of anxiety/depression (ASR);<br /><br>4. Teacher reported job satisfaction (Job Statisfaction Scale).<br><br /><br /><br>Secundary study parameters (child outcomes):<br /><br>1. Child-reported prosocial problems (Conduct problems, Hyperactivity, Emotional problems, Problems with peers and Social problems) (SDQ);<br /><br>2. Teacher-reported Conduct problems, Hyperactivity, and Emotional problems (SDQ);<br /><br>3. Child-reported social wellbeing in relation to teacher and classmates (SPF);<br /><br>4. Teacher-reported learning conditions (LRV);<br /><br>5. Academic progress (CITO) and teacher expectancies about academic progress;<br /><br>6. Peer nominated aggression and sociometric status (Peer Nominations).