Journal of Psychology & Behavioral Science

Increasing Efficacy in a Population-level Implementation
Dennis Embry, Mark Van Ryzin, Anthony Biglan, Jason Fruth

Abstract
This study examines the changes in teacher efficacy and interaction effects based on perceived effectiveness and level of implementation for teachers trained in the PAX Good Behavior Game and subsequent PAX Next Steps professional development training as measured by the Teachers’ Sense of Efficacy Scale. Previous studies have shown improved outcomes for teachers with the PAX Good Behavior Game including a reduction in teacher stress and improved teacher efficacy among in-service and pre-service teachers. This study found that PAX Next Steps professional development training increased overall teacher efficacy as well as efficacy in instructional strategies, student engagement, and classroom management for teachers already trained in the PAX Good Behavior Game regardless of their own level of implementation or their perceived effectiveness of the PAX Good Behavior Game program. These outcomes highlight the importance of culturally competent professional development as a key feature in the sustainability of a population-level implementation of any evidence-based program.

Full Text: PDF     DOI: 10.15640/jpbs.v7n2a10