Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores. The study participants included 1,314 K-6 students and 56 elementary school teachers. Teachers completed the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) for each student in their classroom, while also completing rating scales regarding their personal self-efficacy and levels of burnout. Hierarchical linear modeling was employed to estimate the extent of teacher-related variance and whether burnout and self-efficacy accounted for this variance. Unconditional models indicated 12-30% of variance in screening scores was between teachers. Conditional models indicated teacher self-efficacy and the depersonalization component of teacher burnout were statistically significant predictors of Emotional Behavior and Total Behavior scores on the SAEBRS. Results further suggested that when combined, burnout and self-efficacy variables accounted for 7-30% of between-teacher variance in screening scores. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

---

教师倦怠和自我效能感对与教师相关的社会情感和行为筛查分数方差的影响。

普遍筛查有助于早期识别行为和情绪问题，但与教师相关的差异可能会影响筛查分数和做出的决定。当前的研究检查了倦怠和自我效能感在多大程度上解释了普遍筛查分数的差异。研究参与者包括1,314名K-6学生和56名小学老师。老师为教室中的每个学生完成了社交，学术和情感行为风险筛查（SAEBRS），同时还完成了有关他们的个人自我效能和倦怠程度的等级量表。分层线性建模用于估计与教师相关的差异的程度，以及倦怠和自我效能感是否导致此差异。无条件模型表明，筛选分数差异的12-30％是在教师之间。条件模型表明，教师自我效能感和教师倦怠的去人格化成分是SAEBRS上情绪行为和总行为得分的统计显着预测因子。结果进一步表明，综合使用时，倦怠和自我效能感变量占筛查分数教师间差异的7-30％。讨论了对实践和未来研究的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。结果进一步表明，综合使用时，倦怠和自我效能感变量占筛查分数教师间差异的7-30％。讨论了对实践和未来研究的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。结果进一步表明，综合使用时，倦怠和自我效能感变量占筛查分数教师间差异的7-30％。讨论了对实践和未来研究的影响。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。