We examined educators’ sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a specific interest in their well-being. We explored four sets of educator-reported variables: Ci3T treatment integrity, Ci3T social validity, sense of efficacy, and feelings related to burnout. Results indicated educators experienced emotional exhaustion nearly identical to a national sample; however, depersonalization and personal accomplishment scores revealed positive and moderate-to-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, Instructional Strategies, and Classroom Management. We conclude with a discussion of limitations and directions for future inquiry.

我们在四所中学和两所中学实施的全面，集成，三级（Ci3T）预防模型下，研究了教育工作者的效能感和倦怠感。在进行这项研究时，作为一个较大的地区计划的一部分，学校已经完成了2年的实施Ci3T模型。我们检查了教育工作者的表现如何，他们对他们的健康特别感兴趣。我们探讨了四组由教育者报告的变量：Ci3T治疗的完整性，Ci3T社会有效性，疗效感以及与倦怠相关的感觉。结果表明，教育工作者的情感疲惫几乎与全国样本相同。然而，人格解体和个人成就分数显示，与全国样本相比，存在积极的和中等至大的差异。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高于全国样本。自我报告的更高水平的Ci3T治疗完整性与学生参与度，教学策略和课堂管理相关的功效水平提高相关。最后，我们讨论了局限性和未来查询的方向。