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Cited by 45Occupational Health and BurnoutTeacher Education and Leadership StudiesStress and Burnout Research

The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial

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Hayes, Rachel, Titheradge, Daniel, Allen, Kate, Allwood, Matt, Byford, Sarah, Edwards, Vanessa, Hansford, Lorraine, Longdon, Bryony +6 more·2020·British Journal of Educational Psychology
DOI 10.1111/bjep.12284
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Abstract

Background: Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management ( TCM ) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers’ own professional confidence and mental health. Aims: In this paper, we evaluate whether TCM may lead to changes in teachers’ well‐being, namely a reduction in burnout and an improvement in self‐efficacy and mental health. Sample: Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part. Methods: Eighty teachers were randomized to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to 12 teachers in six whole‐day workshops that were evenly spread between October and April. At baseline and 9‐month follow‐up, we measured teachers’ mental health using the Everyday Feelings Questionnaire ( EFQ ), burnout using the Maslach Burnout Inventory‐General Survey ( MBI ‐ GS ), and self‐efficacy using the Teachers’ Sense of Efficacy Scale‐Short ( TSES‐S hort). Results: Using linear regression models, there was little evidence of differences at follow‐up between the intervention and control teachers on the outcomes (the smallest p ‐value was .09). Conclusions: Our findings did not replicate previous research that TCM improved teachers’ sense of efficacy. However, there were limitations with this study including low sample size.

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  • In teacher professional development interventions, teachers felt more positive, confident and in control.

    “Teachers felt more positive, confident and in control”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Hayes et al. (2020)

    The Discussion reports that teachers identified positive changes after training, but says these were limited to teaching and relationships with children. The paper also reports perceived benefits for classroom management, which is consistent with feeling more in control in the classroom; it does not establish that teachers generally felt more positive, confident and in control. Its Results found no statistically significant differences between intervention and control teachers on self-efficacy or well-being measures. (LLM, conf=0.84)

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  • In teacher professional development interventions, teachers experienced a greater sense of belonging to the group of colleagues, a greater sense of self-efficacy, and an idea of themselves as active and meaningful participants.

    “Teacher professional development Teachers experienced a greater sense of belonging to the group of colleagues, a greater sense of self-efficacy, and an idea of themselves as active and meaningful participants”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Hayes et al. (2020)

    The Author Manuscript (page unavailable) reports that teachers in an earlier feasibility study valued sharing experiences and support from colleagues, and that their scores suggested perceived improvements in self-efficacy. It does not report a greater sense of belonging or a view of themselves as active, meaningful participants. In the STARS trial, the Author Manuscript’s Table 3 and accompanying text report no statistically significant difference in self-efficacy between intervention and control teachers. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • In teacher professional development interventions, teachers created more positive cycles of behavior and were more able to see things from the child's point of view, which they believed improved their relationship with the children.

    “Teacher professional development Teachers created more positive cycles of behavior and were more able to see things from the child's point of view, which they believed improved their relationship with the children.”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Hayes et al. (2020)

    Table 1 (Additional information; page unavailable) says the training helps teachers understand children’s perspectives and promotes positive behaviour. The Author Manuscript (page unavailable) reports that teachers perceived improvements in their relationships with pupils. Our copy does not establish that teachers created more positive cycles of behaviour or that taking children’s perspectives was what improved those relationships. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Only two studies reported confidence intervals for the effect sizes.

    “However, only two studies reported confidence intervals for the effect sizes (Harris et al., 2016;Hayes et al., 2020), meaning that for most studies the confidence level in the effect sizes cannot be evaluated.”

    From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Hayes et al., 2020

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  1. [72]72. Hayes, R., Titheradge, D., Allen, K., Allwood, M., Byford, S., Edwards, V., Hansford, L., Longdon, B., Norman, S., Norwich, B., Russell, A. E., Price, A., Ukoumunne, O. C. & Ford, T. (2020). The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 90 (2), pp.330-348. https://doi.org/10.1111/bjep.12284. Persistent Link: http://hdl.handle.net/11343/286857

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Authors
Hayes, R., Titheradge, D., Allen, K., Allwood, M., Byford, S., Edwards, V., Hansford, L., Longdon, B., Norman, S., Norwich, B., Russell, A. E., Price, A., Ukoumunne, O. C., & Ford, T.
Affiliations
  • University of Exeter (GB)
  • King's College London (GB)
Corresponding author
Hayes, Rachel
ORCID
Venue
British Journal of Educational Psychology
Publisher
Wiley
Published
2019-04-13
Volume
90
Issue
2
Pages
330-348
ISSN
  • 0007-0998 (ISSN-L)
  • 2044-8279
DOI
10.1111/bjep.12284
OpenAlex
W2937932923
Semantic Scholar
64e64f0adf73439e35d9e0bc914d6113eba837e4
Cited by
45
References
65
Citations by year
2026: 10 · 2025: 5 · 2024: 8 · 2023: 8 · 2022: 7 · 2021: 4 · 2020: 2 · 2018: 1
FWCI
6.93
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • British Journal of Educational Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Open Research Exeter (University of Exeter) (acceptedVersion)
  • Minerva Access (University of Melbourne) (submittedVersion)
  • Research Portal (King's College London) (submittedVersion, other-oa)
  • Apollo (University of Cambridge) (submittedVersion)
  • Apollo
Funders
  • Public Health Research Programme (10/3006/07)
  • National Institute on Handicapped Research
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
Keywords
teacher self-efficacy, teacher burnout, teacher well-being, teacher mental health, teacher training intervention, classroom management, replication failure, teacher retention
MeSH terms
School Teachers, Psychosocial Intervention, Adult, Burnout, Professional, Female, Follow-Up Studies, Humans, Male, Outcome Assessment, Health Care, Self Efficacy, Young Adult

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