Naslov
Teacher and school characteristics: Moderating effectiveness of school socio-emotional interventions?

Autori
Novak, Miranda ; Mihić, Josipa ; Bašić, Josipa

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Is the Ounce of Prevention Still Worth a Pound of Cure? The economics and value of prevention / Sumnall, Harry - Palma de Mallorca : European Society for Prevention Research, 2014, 41.-41.

Skup
European Society for Prevention Research: Is an ounce of prevention still worth a pound of cure? The economic value of prevention

Mjesto i datum
Palma de Mallorca, Španjolska, 16.10.2014. - 18.10.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
prevention science; school prevention; teacher role in implementation quality; program effectiveness; teacher burnout

Sažetak
Aim of this paper is to problematize the importance of the teacher and school role and its moderator effect on effectiveness of interventions delivered in schools. Implementation context of PATHS program in Croatia is researched from 2010 in order to determine the context factors role. Teacher burnout, school psychosocial climate, sense of professional effectiveness and feelings at workplace were assessed. Together with demographic variables, these factors influence teacher performance and effective teaching of all academic curricula, including universal programs developing socio-emotional competencies of children. Previous research showed that teacher attitudes and school support affect the learning habits of children and classroom climate (Ashton, 1985 ; Enochs et al, 2000). Research of school implementation context on SEL programs shows that classroom climate affects the implementation quality, while organizationally healthy schools provide greater commitment of teachers and pupils outcomes (Kam, Greenberg and Walls, 2003 ; Han and Weiss, 2005 ; Domitrovich et al, 2008). Social and emotional skills buffer risk factors by enabling children to engage in school, follow classroom rules and relate to teachers and peers (Zins et al., 2004). Croatian study tested interactions between teacher and school variables and PATHS effectiveness: cohort of 30 teachers delivering PATHS program from 2010 until 2012 and a cohort of 10 teachers from 2013 until 2014. This paper provides insight of teachers stress level, supporting conditions in their schools, relationships with colleagues and principles and their own report of teacher effectiveness. Paper will show how those context variables and implementation support characteristics moderate PATHS curriculum effectiveness.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

POVEZANOST RADA