Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers

Authors

DOI:

https://doi.org/10.22230/ijepl.2019v15n14a882

Keywords:

Classroom management, Emotional intelligence, Efficacy, Burnout, Conscious Discipline®

Abstract

This study examined the impact of Conscious Discipline® on Michigan elementary teachers’ perceptions of their self-efficacy and burnout levels. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach’s Burnout Inventory (MBI) and were observed using a fidelity instrument (Rain, 2014) by the researcher five months after the adoption of Conscious Discipline® school-wide in the treatment group (n = 12). The control group (n = 15) was matched with similar student population demographics, and the same surveys and fidelity instrument (Rain, 2014) were used. Results from this study found no statistical significance in the TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in the observed implementation level of Conscious Discipline® and efficacy or burnout scores.

Author Biography

Lori A. Cooper, Wilkes University

Assistant Professor in the School of Education, Doctoral Department

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Published

2019-12-11

How to Cite

Cooper, L. A. (2019). Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers. International Journal of Education Policy and Leadership, 15(14). https://doi.org/10.22230/ijepl.2019v15n14a882