Impact of a Discipline Model on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers in Michigan
School of Education
Doctor of Education (EdD)
Burnout, Classroom Management, Conscious Discipline, Efficacy, Emotional Intelligence, Teacher
Education | Elementary Education and Teaching | Teacher Education and Professional Development
Cooper, Lori, "Impact of a Discipline Model on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers in Michigan" (2014). Doctoral Dissertations and Projects. 924.
This study examined the impact of the implementation of a classroom management and emotional intelligence program, Conscious Discipline® by Dr. Becky Bailey (2001) on Michigan elementary teachers' perceptions of their self-efficacy and level of burnout. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach's Burnout Inventory (MBI) five months after the adoption of the classroom management/emotional intelligence program, Conscious Discipline®, school-wide in the treatment group (n=12). In addition, a fidelity measure of observation in the classrooms of participants was conducted by the researcher five months after attendance at the school-wide training to measure the level of implementation of the content taught for the treatment group. Surveys and the fidelity measure observation rubric were also completed in a control group (n=15) in a nearby location with similar student population demographics. The purpose of the study was to examine the impact of implementation of the Conscious Discipline® emotional intelligence and classroom management program on teachers' efficacy and burnout scores for early childhood teachers. Results from this study found no statistical significance in TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in amount of observed implementation level of Conscious Discipline® and efficacy or burnout scores. This is likely due to the differences found in leadership and school climate between the treatment and control group schools.