Impact of targeted training on middle school teachers' knowledge, frequency of use, and confidence in identification, prevention, and intervention of relational aggression among students

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dc.contributor Britnell, Heather B.
dc.contributor Burnham, Joy J.
dc.contributor Powell, Nicole P.
dc.contributor King, Kathleen
dc.contributor.advisor Harrison, Patti L.
dc.contributor.author Farquhar, Jamie Renae
dc.date.accessioned 2018-01-19T19:38:40Z
dc.date.available 2018-01-19T19:38:40Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002793
dc.identifier.other Farquhar_alatus_0004D_12975
dc.identifier.uri http://ir.ua.edu/handle/123456789/3431
dc.description Electronic Thesis or Dissertation
dc.description.abstract The present study examined teachers’ knowledge, frequency of use, and confidence in identifying, preventing, and intervening in relational aggression in their classrooms and schools. A teacher training was implemented and evaluated using followup surveys in a pre-test/post-test design. Participants were middle school teachers from 11 city and county schools in the Southeast region of the United States. Knowledge and frequency of use were assessed through an adapted form of the Teacher Inventory of Skills and Knowledge (Newman, Horne, & Bartolomucci, 2000). Teacher confidence was assessed using measures developed by Goryl, Neilsen-Hewett, and Sweller (2013). This design included two survey points. Teachers received the first survey on self-perceived knowledge, frequency of use, and confidence related to relational aggression as a way to collect baseline data. Three-months after the teacher training, a second survey was evaluated long-term effects. Teachers initially reported high levels of total knowledge and total frequency of use, but generally lacked confidence. Another important distinction was gender. Results indicate males’ self-perceptions of their knowledge, frequency of use, and confidence related to relational aggression is higher than female counterparts. This is consistent with other literature on self-perceived confidence and gender (Colbeck, Cabrera, and Terenzini, 2000). Both confidence and knowledge increased for teachers who participated in the targeted in-service training while there was no effect on confidence for the control group. This supports past research (Bowllan, 2011; Olweus et al., 2002).
dc.format.extent 194 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational psychology
dc.subject.other Education
dc.title Impact of targeted training on middle school teachers' knowledge, frequency of use, and confidence in identification, prevention, and intervention of relational aggression among students
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline School Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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