The use of electronic feedback to strengthen teacher intervention beliefs, knowledge, attitudes and intentions

Abstract

The present study examined the efficacy and usefulness of an electronicallydelivered feedback intervention on overall teacher perceptions of classroom-based behavior interventions, implementation behavior and intentions. Participants consisted of 95, full and part-time elementary and secondary teachers across 13, public K-12 educational institutions in Missouri. Following an initial assessment, teachers were randomized to either a feedback intervention condition or control condition (i.e., business-as-usual). Findings indicated that teachers who received the intervention, which consisted of an emailed individualized feedback profile and access to a website with electronic resources, reported significantly increased self-efficacy and perceptions of evidence-based interventions at the 2-month follow-up, compared to teachers assigned to the control condition. Despite the lack of statistical significance across the other measured variables, effect sizes comparable to existing feedback and motivational interviewing literature, were found. Additionally, of the teachers who received the intervention, the majority provided positive feedback about its usefulness and feasibility, and reported being willing to recommend the use of the intervention to others. Limitations and future directions regarding the use of electronically-based teacher supports to enhance classroom behavior management, are discussed.