The relationship of teacher efficacy, general behavioral knowledge and causal beliefs to the acceptability of behavior interventions
The primary purpose of this teacher-focused study was to investigate the impact of specific personal characteristics including self-efficacy, knowledge of behavior principles, and causal beliefs on the acceptability of a specific behavioral intervention. The target population included special and general education public school teachers. Participants were recruited via E-mail containing the purpose of the study, description of the incentive, and a link to an online survey. Participants completed demographic information, the Teacher Efficacy Scale, the Knowledge of Behavioral Principles as Applied to Children and the Teacher Variance Inventory-IV. Participants then read a hypothetical case vignette, sample behavioral intervention and completed the Intervention Rating Profile. The utilization of these instruments provide data to school psychologists and educators assisting in improving the consultative relationship between school psychologist and classroom teachers working with challenging students. Results showed that a specific causal belief, specific training, class size, and overall teaching efficacy predicted greater treatment acceptability.