How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of Combined Classroom Management and Social-Emotional Programs

A number of programs have been developed with the aim of improving the social context of learning for students, yet few studies have examined how these programs impact the teachers implementing them. The current study draws upon data from a randomized controlled trial testing the impact of two school-based prevention programs: the PAX Good Behavior Game (PAX GBG), which focused largely on managing student behavior, and a social and emotional learning (SEL) curriculum called Promoting Alternative Thinking Strategies (PATHS). The goal was to determine whether PAX GBG and an integrated model that combined both interventions (PATHS to PAX) had a positive effect on teachers’ beliefs and perceptions regarding their self-efficacy, burnout, and social-emotional competence. This effect was anticipated based on the assumption that reductions in student behavior problems as a function of either intervention approach would alleviate a common source of teacher stress and that providing them with strategies to manage student behavior would promote efficacy. Both intervention groups also received training and coaching support which was hypothesized to provide technical and social support that could also promote efficacy and reduce emotional exhaustion. In addition, the PATHS to PAX intervention teachers were expected to experience more growth in their own social-emotional competence compared to controls or the teachers who were only trained in PAX GBG. This effect was expected because the PATHS techniques for promoting emotional awareness, self regulation, and problem solving could also be beneficial if teachers used them in their own lives. The sample included 350 K-5 teachers across 27 schools (18 intervention, 9 control).  Multilevel analyses revealed a significant slope difference in the PATHS to PAX condition relative to control on SEL efficacy (E.S. = .16), behavioral management efficacy (E.S. = .12), and personal accomplishment (E.S. = .10). A significant slope difference in the PATHS to PAX condition relative to PAX GBG was found on SEL efficacy (E.S. = .14), behavioral management efficacy (E.S. = .10), personal accomplishment (E.S. = .14), and the intrapersonal dimension of social-emotional competence (E.S. = .44). These findings suggest that school-based preventive interventions can have a positive impact on teachers’ beliefs and perceptions, particularly when the program includes a social-emotional component. Additional research is needed to better understand the mechanism by which these programs impact teachers, as well as students.