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Predicting implementation of the PAX Good Behavior Game + MyTeachingPartner interventions.

Summer S Braun1, Catherine P Bradshaw2, Lydia A Beahm2

  • 1Department of Psychology and Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, United States.

Frontiers in Psychology
|March 27, 2023
PubMed
Summary

Teacher occupational health and program feasibility impact the implementation of classroom management programs. Perceived feasibility, not just teacher well-being, influenced program use and quality.

Keywords:
feasibilitygood behavior gameimplementation scienceoccupational healthteacher well-being

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Area of Science:

  • Education
  • Psychology
  • Classroom Management

Background:

  • Effective classroom management is essential for social, emotional, and academic learning.
  • Early career, early elementary teachers face occupational health challenges like job stress and burnout.
  • Implementing evidence-based programs requires understanding factors influencing their adoption.

Purpose of the Study:

  • To investigate the association between early career teachers' occupational health and their perceptions of feasibility for implementing two evidence-based classroom management programs: the PAX Good Behavior Game (GBG) and MyTeachingPartner (MTP) intervention.
  • To examine how occupational health and program feasibility relate to the implementation dosage and quality of the combined GBG and MTP intervention.

Main Methods:

  • Teachers reported occupational health data at the school year's start.
  • Teachers were randomized to the combined GBG + MTP intervention or a control group.
  • Perceptions of program feasibility, implementation dosage, and quality were measured for intervention teachers.

Main Results:

  • Teachers engaged in more MTP coaching cycles when they perceived the combined GBG + MTP program as feasible.
  • No main effects of occupational health on implementation were found.
  • The association between job stress and implementation quality was moderated by feasibility perceptions.

Conclusions:

  • Program feasibility is a critical factor influencing teachers' engagement with and quality of implementation for evidence-based classroom management programs.
  • Findings underscore the complex interplay between teacher well-being, perceived program feasibility, and successful implementation of interventions in schools.