In this article, we examined educators’ efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a districtwide initiative. We examined educators’ year-end self-ratings to describe how teachers in schools with prevention models were faring, exploring three sets of variables (a) self-reported Ci3T treatment integrity, (b) social validity ratings of their Ci3T model of prevention, and (c) educators’ sense of efficacy and burnout. Results indicated educators experienced emotional exhaustion; however, depersonalization and personal accomplishment scores revealed positive and large magnitude differences compared with a national sample. Moreover, educators reported higher levels of efficacy related to instructional strategies and classroom management than a national sample. Higher self-reported levels of Ci3T treatment integrity were associated with increased levels of efficacy related to student engagement. We discuss limitations and future directions.

在本文中，我们在中西部州的14所小学实施的全面，集成，三级（Ci3T）预防模型下，研究了教育工作者的效能和倦怠情况。参与的学校完成了为期一年的培训系列，以设计其Ci3T计划，并且在实施的第二年，这是全区计划的一部分。我们检查了教育者的年终自我评价，以描述采用预防模型的学校的教师表现如何，探索了三组变量：（a）自我报告的Ci3T治疗完整性，（b）他们的Ci3T预防模型的社会有效性评价， （c）教育者的效能感和倦怠感。结果表明，教育者情绪疲惫。然而，与全国样本相比，人格解体和个人成就分数显示出积极的和巨大的差异。此外，教育工作者报告说，与教学策略和课堂管理相关的功效水平要高于国家样本。自我报告的更高的Ci3T治疗完整性水平与学生参与相关的功效水平提高相关。我们讨论了局限性和未来的方向。