Abstract

This study investigated the comparative effectiveness of two different behavioral training methodologies, online training and behavioral consultation, in supporting teacher implementation of evidence-based practices, with a focus on the roles of teacher buy-in and self-efficacy. Challenging behavior is on the rise and teacher's need to know how to apply behavior management strategies to their classroom in order for their students to be most successful. Many teachers do not begin their careers with proper behavior management knowledge, training experience, or do not feel a sense of efficacy in implementing behavior management. Lack of knowledge and training may lead to decreased teacher job satisfaction and decreased student outcomes. There is little research on the link between teacher knowledge, training, efficacy, job satisfaction, and student outcomes. The present study asked teachers who had taken an online training course or requested behavioral consultation in the same school district to complete a questionnaire. The research team found that buy-in was a significant predictor of both job satisfaction and student outcomes. The research team also found that teacher experience and training methodology, online training versus behavioral consultation, were also significant predictors of student outcomes.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-08-08

Document Type

Thesis

Keywords

teacher self-efficacy, PBIS, buy-in

Language

english

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