Original Article 

A Proactive Classroom Management Model to Enhance Self-Efficacy Levels in Teachers of Adolescents Who Display Disruptive Behaviors

Rolanda T. Pace, DNP, FPMHNP-BC; Anita D. Boykins, DNSc, FNP-BC, PMHNP-BC; Sheila P. Davis, PhD

  • Journal of Psychosocial Nursing and Mental Health Services
  • Posted February 1, 2014
  • DOI: 10.3928/02793695-20130930-01

Abstract

The aims of this project were to determine teachers’ self-efficacy levels at baseline and after participating in a proactive classroom management model intervention. Teachers (N = 26) were recruited from a rural middle school in a south central state. Data required for analysis were drawn from the Teachers’ Sense of Efficacy Scale (long form). A statistically significant difference (t[25] = 7.68, p < 0.001) was noted in teachers’ self-efficacy levels from pre- to post-intervention. Findings support the need for proactive classroom management training for teachers as well as the need for psychiatric and mental health nurse consultants within the school system. Teacher classroom management strategies should also include appropriate response to individual student’s needs, effective communication, and insight regarding the behaviors of students from diverse backgrounds. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx–xx.]

Dr. Pace is Graduate, Dr. Boykins is Associate Professor, and Dr. Davis is Professor, College of Nursing, The University of Southern Mississippi, Hattiesburg, Mississippi.

The authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Rolanda T. Pace, DNP, FPMHNP-BC, 1401 College Drive, Meridian, MS 39307; e-mail: rpace@emsh.ms.gov.

Received: March 08, 2013
Accepted: August 05, 2013
Posted Online: October 08, 2013

10.3928/02793695-20130930-01

The aims of this project were to determine teachers’ self-efficacy levels at baseline and after participating in a proactive classroom management model intervention. Teachers (N = 26) were recruited from a rural middle school in a south central state. Data required for analysis were drawn from the Teachers’ Sense of Efficacy Scale (long form). A statistically significant difference (t[25] = 7.68, p < 0.001) was noted in teachers’ self-efficacy levels from pre- to post-intervention. Findings support the need for proactive classroom management training for teachers as well as the need for psychiatric and mental health nurse consultants within the school system. Teacher classroom management strategies should also include appropriate response to individual student’s needs, effective communication, and insight regarding the behaviors of students from diverse backgrounds. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx–xx.]

Dr. Pace is Graduate, Dr. Boykins is Associate Professor, and Dr. Davis is Professor, College of Nursing, The University of Southern Mississippi, Hattiesburg, Mississippi.

The authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Rolanda T. Pace, DNP, FPMHNP-BC, 1401 College Drive, Meridian, MS 39307; e-mail: rpace@emsh.ms.gov.

Received: March 08, 2013
Accepted: August 05, 2013
Posted Online: October 08, 2013
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