Values Affirmation to Improve Teachers' Outcomes

Not Applicable

Terminated

• Conditions: Psychological
• Interventions: Behavioral: Active control exercise; Behavioral: Values affirmation exercise

• Registration Number: NCT04241055
• Lead Sponsor: Wake Forest University

Brief Summary

The purpose of this project is to examine whether a values affirmation intervention improves teacher-student relationships, classroom performance, and well-being of first-year teachers.

Detailed Description

Not available

Study Timeline

• Study Start: 2019-09-27
• Study First Submitted: 2019-10-04
• Study First Submitted QC: 2020-01-21
• Study First Posted: 2020-01-27
• Primary Completion: 2020-06-04
• Study Completion: 2020-06-04
• Status Verified: 2021-05
• Last Update Submitted: 2021-05-03
• Last Update Posted: 2021-05-06

Recruitment & Eligibility

• Status: TERMINATED
• Sex: All
• Target Recruitment: 500

Inclusion Criteria

• Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs
• Must consent to participate and begin the experimental (values affirmation or control) exercise

Exclusion Criteria

• None

Note: Our primary hypotheses focus on the effects of values affirmation for first-year teachers, particularly White first-year teachers at majority minority schools. Participants who are not White first-year teachers will be permitted in the study, but will not be included in confirmatory analyses.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Control	Active control exercise	The "control" condition of a standard values affirmation intervention
Values affirmation	Values affirmation exercise	The "treatment" condition of a standard values affirmation intervention

Primary Outcome Measures

Name	Time	Method
Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension	Approximately 6 months post-intervention	To assess quality of teachers' instruction, we will use the "instructional support" dimension of the CLASS (https://curry.virginia.edu/classroom-assessment-scoring-system). Coding will be conducted by staff from the Relay Graduate School of Education or their designees.
Student-teacher relationships	Approximately 6 months post-intervention	Teachers will complete a survey that includes a 4-item scale to assess the quality of their relationships with students (scale: 1=not at all true for me; 5=extremely true for me); 1. I have a good relationship with my students.; 2. My students have a positive opinion of me.; 3. I feel comfortable interacting with my students.; 4. My students respect me.
Teacher well-being	Approximately 6 months post-intervention	Teachers will complete a survey that assesses their well-being. Average scores for the individual scales (below) will be computed. Scales will then be averaged to create a composite score. Due to space constraints, the full text of the scales is available on the project's OSF page at https://osf.io/ju5gh/.; Burnout (7 items; scale: 1=not at all true for/of me, 5=very much true for/of me; reverse-scored for composite); Self-integrity (3 items; scale: 1=strongly disagree, 7=strongly agree); Belonging (3 items; scale: 1=strongly disagree, 7=strongly agree); Belonging uncertainty (2 items; scale: 1=strongly disagree, 7=strongly agree) \[reverse-scored for composite\]; Perceived stress (4 items; scale: 1=never, 5=very often) \[reverse-scored for composite\]

Trial Locations

Locations (1)

Wake Forest University (via online survey tool); 🇺🇸 Winston-Salem, North Carolina, United States