Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Author ORCID Identifier


Open Access Dissertation

Document Type


Degree Name

Doctor of Philosophy (PhD)

Degree Program

School Psychology

Year Degree Awarded


Month Degree Awarded


First Advisor

Sarah Fefer

Subject Categories

Educational Psychology


Globally, school systems are struggling with the consequences of teacher burnout (Aloe, Amo et al., 2014). Student behavior has been consistently identified as one of the greatest stressor’s teachers deal with and is a significant predictor of burnout development (Chang, 2013). For the prevention and management of behavioral challenges, it is essential that teachers use evidence-based practices. However, research indicates that classroom management practices are frequently not implemented with sufficient implementation fidelity to be effective, even with didactic training by consultants (Briere et al., 2015). Burnout and self-efficacy are constructs that are rarely incorporated into the understanding of implementation efforts and barriers. The purpose of this mixed-methods study was to evaluate if there is a relationship between teacher experienced levels of burnout and self-efficacy, and the self-reported implementation status and perceived importance of evidence-based behavior management practices. Teachers (N = 64) completed measures of burnout and self-efficacy and rated 27 critical evidence-based classroom management practices on perceived importance to teaching and status of implementation. A subset of participants (N = 11) were interviewed on their thoughts and experiences related to burnout, self-efficacy, and classroom management. The results showed that classroom management self-efficacy significantly predicted implementation status, and none of the variables were significant predictors of perceived importance. Qualitatively, teachers identified 24 themes and 14 subthemes. A predominant idea from the qualitative findings showed that teachers need support with behavior management, and this can come in many forms such as enhancing administrator support, parent and community support, teacher appreciation, or providing professional development. Through providing this support to teachers’ schools can help reduce their experienced stress, support self-efficacy development, and potentially help prevent the development of burnout. Findings lead to several suggestions for future research.


Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License