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
- burnout symptomsChildren: Conduct problemsteachers: stresssymptoms of anxiety/depression10037173
- Registration Number
- NL-OMON39904
- Lead Sponsor
- Inholland University of Applied Sciences Hogeschool Inholland
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Completed
- Sex
- Not specified
- Target Recruitment
- 7344
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;
Step 2 inclusion: teachers who report a conflictuous relationship with all of the children in their class who were identified in step 1 will be selected;
Step 3 inclusion: When more than 1 conflictuous teacher-child dyad is identified within one
class, one dyad will be randomly selected;
Step 4 inclusion: Finally, schools will be included when they have at least two conflictuous teacher-child dyads. If a participating school has two or three dyads, two dyads will be randomly selected to participate. If a participating school has more than four dyads, four dyads will be randomly selected to participate in the study.
1. Schools will be excluded when they are participating in an intensive intervention aimed at
reducing childrens' conduct problems during the schoolyear in which MMC is conducted;
2. Teachers of the selected schools will be excluded when they are participating in another
intensive behavioral teacher-training during the schoolyear in which MMC is conducted
3. Children will be excluded when their parents/caregivers did not provide consent to
participate, or (when children are at age 12 or older) when children themselves did not provide
consent to participate.
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method <p>A. Primary study parameters (teacher outcomes):<br /><br>- Reactive and proactive skills and pedagogical sensitivity (competencies of<br /><br>teachers regarding classroom management practices and<br /><br>behavior management strategies);<br /><br>- Teacher perceptions of self-efficacy;<br /><br>- Teacher perception of levels of conflict within the relationships with all<br /><br>children in class;<br /><br>- Teacher perception of the relationship with the dyad-child: levels of<br /><br>closeness (warmth and open communication), conflict (negativity and<br /><br>discordance), and dependancy of the child on the teacher;<br /><br>- Observed quality of the relationship between the teacher and the dyad-child.<br /><br><br /><br>B. Primary study parameters (child outcomes):<br /><br>- Child perceptions of teacher-child interactions;<br /><br>- Observed quality of the relationship between the teacher and the dyad-child.</p><br>
- Secondary Outcome Measures
Name Time Method <p> A. Secondary study parameters (teacher outcomes):<br /><br>- Teacher-reported symptoms of stress;<br /><br>- Teacher-reported symptoms of burnout;<br /><br>- Teacher reported symptoms of anxiety/depression;<br /><br>- Teacher reported job satisfaction.<br /><br><br /><br>B. Secundary study parameters (child outcomes):<br /><br>- Child-reported prosocial problems (Conduct problems, Hyperactivity, Emotional<br /><br>problems,<br /><br>Problems with peers and Social problems);<br /><br>- Teacher-reported Conduct problems, Hyperactivity, and Emotional problems;<br /><br>- Child-reported social wellbeing in relation to teacher and classmates;<br /><br>- Teacher-reported learning conditions;<br /><br>- Academic progress (CITO) and teacher expectancies about academic progress;<br /><br>- Peer nominated aggression and sociometric status.<br /><br><br /><br></p><br>