Figure 1
A Modified Version of Coldwell & Simkins’ (2011) Training Evaluation Model.
Figure 2
Chronological Timeline for the Study.
Table 1
Demographic Breakdown of Sample (n = 55).
| VARIABLES | n (%) | MEAN (SD) |
|---|---|---|
| Job Category | ||
| Preschool/Primary | 33 (60) | |
| Secondary/Adult | 19 (34) | |
| Primary & Secondary | 3 (6) | |
| Classroom Type | ||
| Mainstream | 48 (87) | |
| Special Education | 7 (13) | |
| Age | 39.29 (8.3) | |
| Sex | ||
| Female | 45 (82) | |
| Male | 10 (18) | |
| Country of Origin | ||
| Canada | 38 (69) | |
| Elsewhere | 17 (31) | |
| Years of Experience | 11.31 (7.9) |
Table 2
Sub-Sections for the Sense of Self-Efficacy Scale (adapted from Zhang et al., 2018).
| SCALE SUB-SECTIONS | ITEMS (n) | ITEM SAMPLE | CRONBACH’s α T0 | CRONBACH’S T1 |
|---|---|---|---|---|
| D1 – Behaviour-based instruction strategies for children presenting with social and behavioural challenges | 4 | Fostering a student’s level of self-determination | 0.85 | 0.88 |
| D2 – Identification and assessment of children presenting with social and behavioural challenges | 3 | Knowing which assessment, observation and record-keeping tools I can use to track student behaviours | 0.87 | 0.83 |
| D3 – Ethical dimensions | 3 | Ascertaining the validity of moving forward with an IEP for a given student | 0.69 | 0.81 |
Table 3
Shifts in Teacher Knowledge Between T0 and T1.
| PRETEST T0 | POST-TEST T1 | t TEST | |
|---|---|---|---|
| Mean (SD) | Mean (SD) | t (df) | p |
| 9.96 (3.01) | 11.13 (2.44) | –2.440 (54) | 0.009 |
Table 4
Perceived Shifts in Teacher Attitudes Between T0 and T1.
| PRETEST T0 | POST-TEST T1 | t TEST | |
|---|---|---|---|
| Mean (SD) | Mean (SD) | t(df) | p |
| 5.48 (0.50) | 5.44 (0.57) | 0.417 (54) | 0.34 |
Table 5
Perceived Shifts in Teachers’ Sense of Self-Efficacy Between T0 and T1.
| SCALE SUB-SECTIONS | PRETEST T0 | POST-TEST T1 | t TEST | |
|---|---|---|---|---|
| Mean (SD) | Mean (SD) | t(df) | p | |
| D1 – Behaviour-based instruction strategies for children presenting with social and behavioural challenges | 3.96 (0.91) | 4.77 (0.74) | –5.294 (54) | <0.001 |
| D2 – Identification and assessment of children presenting with social and behavioural challenges | 4.05 (0.96) | 4.69 (0.73) | –3.803 (54) | <0.001 |
| D3 – Ethical dimensions | 4.32 (0.81) | 4.81 (0.81) | –3.144 (54) | 0.001 |
Table 6
Perceived Shifts in Teacher Practices Between T0 and T1.
| PRETEST T0 | POST-TEST T1 | t TEST | |
|---|---|---|---|
| Mean (SD) | Mean (SD) | t(df) | p |
| 4.53 (0.74) | 4.93 (0.84) | –2.677 (25)* | 0.006 |