WITHDRAWN: Supporting Students with Challenging Behavior in South Africa: A Survey of Teacher Practices and Self-Efficacy

Introduction: Apartheid left in its wake political tensions and social unrest, which translated into high levels of violence in many South African communities. As a result, children were exposed to frequent violence and police brutality throughout apartheid and in apartheid’s aftermath (Hickson & Kriegler, 1996). Children’s exposure to this violence whether direct or indirect can have a negative impact on their cognitive and psycho-social development. Children exposed to violence have higher rates of psychological disorders and are more likely to have behavioral problems inside and outside of school (Walker, 2011).

In response to relatively high rates of challenging behavior in classrooms in the Western Cape of South Africa, the Western Cape Education Department rolled out a Behavior Support Pathway in 2006 to improve systems of support in classrooms and schools for students with challenging behavior. In partnership with the Western Cape Education Department, we conducted a survey of teachers in the Western Cape related to perceptions of students with challenging behavior and teachers’ perceived self-efficacy in working with this population of students. Specifically, this survey study aimed to answer the following research questions:

1. What is teachers’ perception of students with challenging behavior?
2. What is teachers’ perceived self-efficacy in addressing the needs of students with challenging behavior?
3. What supports are in place for students with challenging behavior in schools in the Western Cape?

Methods: This survey study targeted schools in urban, rural, suburban, and township locales serving students from a representative sample of income quintiles and racial and ethnic backgrounds. Survey questions include measures of teacher burnout in relation to students with challenging behavior, estimates of prevalence of students with both internalizing and externalizing behavior problems, and knowledge of and perceived self-efficacy in implementing evidence-based practices in working with this population of students. 425 teachers and administrators working in schools in the Western Cape responded to the survey. Using factor analysis techniques, we will determine composite scores of burnout indices and implementation of evidence-based behavior management practices.

Results: Data analysis is ongoing and will conclude in December, 2018.

Conclusions: This poster presentation will provide an overview of the final results of this survey and highlight implications for future practice and research related to positive behavior supports in South Africa and in similar contexts globally.