A Key to Special Teaching; A study on the application and effectiveness of a teacher-focused coaching programme in specialized settings for primary education.

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON23403

Enrollment

1300

Registered

2019-04-08

Start date

2019-05-01

Completion date

Unknown

Last updated

2024-02-28

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Stress and burn-out symptoms

Interventions

Key2Teach is a theory and evidence-based teacher-focused coaching intervention designed to improve a conflictual relationship between a teacher and a student with problem behaviour. Key2Teach uses ele

Eligibility

Inclusion criteria

Inclusion criteria: This study aims to include 100 teachers, who teach in the upper elementary classes (grade 5,6,7) in schools for primary education. Teachers can participate if they teach this class at least 2,5 days a week, We aim to include all students of participating teachers as well.

Exclusion criteria

Exclusion criteria: Teachers are excluded form participation if they receive intensive teacher-coaching or training outside the context of this study, and if other intervention programmes focusing on teacher skills or student behaviour problems are being implemented in the classroom during the course of this study (schoolyear 2019-2010).

Design outcomes

Primary

Measure	Time frame
Primary outcomes are elements of the student-teacher relationship and teacher's occupational wellbeing a) To determine teachers’ functional interaction skills, four 15-minute video recordings of teacher’s lessons are observed, using the Upper Elementary version of the Classroom Assessment Scoring System (CLASS-UE). b) Teachers complete the Dutch version of the Student-Teacher-Relationship Scale (STRS). Students complete the Student Perception of Affective Relationship with Teacher Scale (SPARTS). c) Teachers complete the short version of the Teachers’ Sense of Efficacy Scale (TSES). d) Teachers complete the Emotional Exhaustion subscale (9 questions) of the Dutch version of the Maslach Burnout Inventory; the Utrechtse Burnout Schaal for teachers (UBOS-L) and several other stress-related questions.	—

Measure

Time frame

Primary outcomes are elements of the student-teacher relationship and teacher's occupational wellbeing a) To determine teachers’ functional interaction skills, four 15-minute video recordings of teacher’s lessons are observed, using the Upper Elementary version of the Classroom Assessment Scoring System (CLASS-UE). b) Teachers complete the Dutch version of the Student-Teacher-Relationship Scale (STRS). Students complete the Student Perception of Affective Relationship with Teacher Scale (SPARTS). c) Teachers complete the short version of the Teachers’ Sense of Efficacy Scale (TSES). d) Teachers complete the Emotional Exhaustion subscale (9 questions) of the Dutch version of the Maslach Burnout Inventory; the Utrechtse Burnout Schaal for teachers (UBOS-L) and several other stress-related questions.

—

Secondary

Measure	Time frame
Secondary outcomes are outcomes related to student functioning: e) Teachers (teacher-reports) complete the Strength and Difficulties Questionnaire (SDQ-T) for their students. f) Data related to students’ school performance are derived from the student monitoring systems (SMS) used within schools.	—

Contacts

Public ContactNouchka Tick

Utrecht University

n.t.tick@uu.nl0031 30 2539445

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)