Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
The purpose of this quantitative survey study is to examine elementary, middle, and high school teachers' sense of self-efficacy and attitudes toward mental health needs. The results indicate a statistically significant positive correlation between teachers' attitudes and self-efficacy toward effecting change for students with mental health needs. OTs are well suited to help teachers address mental health needs of students in their classroom.
Primary Author and Speaker: Yan-hua Huang
Additional Authors and Speakers: Patricia Ling, Yola Lin, Rianna Wong, Megan Lee, and Michelle Wong
PURPOSE: Current literature reports that schools are a practical setting to address mental health for students (Stormont, Reinke, & Herman, 2011). Effective collaboration between teachers and occupational therapists is instrumental in mental health support (Danby & Hamilton, 2016). The purpose of this study is to examine elementary, middle, and high school teachers' attitudes and sense of self-efficacy and the relationship between students with mental health needs. With greater understanding of teachers' perceptions, school-based occupational therapists can better collaborate on a multidisciplinary team.
DESIGN: Using a quantitative survey design methodology, we examined the relationship between teachers' attitudes and feelings of self-efficacy towards student mental health needs. The inclusion criteria involved participants teaching within the United States who were recruited by convenience sampling methods.
METHOD: The study sample currently consists of 45 teachers from Transitional Kindergarten to 12th grade, who have worked with students with mental health needs. A structured questionnaire included demographic questions, the Adapted Multidimensional Attitudes Towards Inclusive Education Scale (MATIES), Teachers' Sense of Efficacy Scale (TSES), and The Stigma-9 Questionnaire (STIG-9).
RESULTS: The results indicate a significantly positive low correlation between affective components of attitudes and class management components of self-efficacy (r = .33, p < .05) and cognitive components of attitudes and overall self-efficacy (r = .32, p < .05). Additionally, results indicate a significantly moderate negative correlation between behavior components of attitudes and overall self-efficacy (r = -.38, p < .05).
CONCLUSION: This research shows that there is a statistically positive correlation between positive attitudes towards affecting change for students with mental health needs and teachers' sense of self-efficacy. OTs can significantly equip teachers with tools to increase their self-efficacy through school-based mental health programs (Kerebih, Abrha, Frank & Abera, 2016). Researching teachers' sense of self-efficacy and attitudes towards student with mental health needs is a step towards improving occupational therapy services and improving collaboration to best meet the needs of students.
References
Stormont, M., Reinke, W., & Herman, K. (2011). Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems. Journal of Behavioral Education, 20, 138–147. https://doi.org/10.1007/s10864-011-9122-0
Kerebih, H., Abrha, H., Frank, R., & Abera, M. (2018). Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia. International Journal of Adolescent Medicine and Health, 30(1), 313-34. https://doi.org/10.1515/ijamh-2016-0089
Danby, G., & Hamilton, P. (2016). Addressing the ‘Elephant in the Room'. The Role of the Primary School Practitioner in Supporting Children's Mental Well-Being. Pastoral Care in Education, 34(2), 90-103. https://doi.org/10.1080/02643944.2016.1167110
Askell-Williams, H., & Lawson, M. (2015). Relationships between students’ mental health and their perspectives of life at school. Health Education, 115, 249–268. https://doi.org/10.1108/HE-02-2014-0007
