TPC-Journal-V3-Issue1

8 The General Self Efficacy Scale (GSES; Schwarzer & Jerusalem, 1995) is a measure of self-efficacy designed for use with general populations, but can be used as a measure for specific samples as well. Statements include “I can always manage to solve difficult problems if I try hard enough” and “I am confident that I could deal efficiently with unexpected events.” The ten self-report items are rated on a 4-point scale ranging from “1” ( not at all true ) to “4” ( exactly true ). Higher scores on the GSES indicate a greater sense of agency, or the capacity to act. In most samples, the mean score per GSES item was around 2.9. The internal consistency of the GSES is .86. The validity of this measure is well-documented by studies and related literature (Scholz, Dona, Sud, & Schwarzer, 2002). The Teachers’ Irrational Beliefs Scale (TIBS; Bernard, 1990) is used to measure irrational beliefs of teachers; its 22 self- report items are scored on a 5-point scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ). High scores on the TIBS suggest rigidity and irrationality. The irrational beliefs measured are consistent with the theory of REBT and include low frustration tolerance, ‘awfulizing,’ demandingness, and global worth/rating. The TIBS evaluates these irrational beliefs across various teaching-related areas. These areas are represented by four subscales: Self-Downing Attitudes, Low-Frustration Tolerance Attitudes, Attitudes to School Organization, and Authoritarian Attitudes Toward Students. These areas account for 41.5% of the variance, which is similar to other scales of irrationality, thus providing evidence for construct validity (Bora, Bernard, Trip, Decsei-Radu, & Chereji, 2009). Internal consistency for the English version of the TIBS ranges from .70–.85 across the subscales and the total scale score; test-rest reliability is .80. The Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) is a measure that captures teachers’ perceived efficacy consisting of 24 items rated on a nine-point scale anchored by “1” (Nothing) to “9” (A Great Deal). The TSES includes three subscales; Efficacy in Student Engagement, Efficacy in Instructional Strategies, and Efficacy in Classroom Management. The mean score for the TSES is 7.1. Higher scores on the TSES and its subscales indicate a greater likelihood for perceived control during the completion of teaching-related tasks. Low scores reflect a poor sense of ability to affect student learning. Reliability estimates for the three sub-scales, Engagement (.87), Instruction (.91), Management (.90), and the total scale (.94) of the TSES are high. Scores on the TSES are positively correlated to scores of other existing validated measures of teacher efficacy providing evidence for construct validity (Tschannen-Moran & Woolfolk Hoy, 2001). Procedure Participating teachers from one elementary school met face-to-face with the consultant. All participants from another school met asynchronously, online with the consultant. The participants of the remaining school were designated as the control group. The face-to-face group met in weekly seventy-minute consultation sessions, spanning an eight-week period. The online group consultation consisted of five, asynchronous, yet interactive discussion modules, completed across an eight-week period. Both formats of the group consultation (PEST-T) were derived from a consultation model implemented by Warren (2010a, 2013a). Decreases in irrational beliefs were noted as a result of providing face-to-face and online consultation to teachers based on rational emotive behavior therapy (REBT; Ellis, 1962). Warren, (2010a) also found a negative relationship exists between irrational beliefs and efficacy beliefs. As a result of this finding and the extrapolation of theoretical nuances of SCT (Bandura, 1986) and REBT (Ellis, 1962), suggested by Warren (2010a, 2010b), participants in this study received group rational emotive-social behavioral consultation (RE-SBC). During the first consultation session, the face-to-face group was presented with concepts including observational learning, efficacy and reciprocal determinism. Irrational beliefs, emotions, self-defeating behaviors and other principles of REBT were explored throughout the remaining group consultation sessions. Cognitive, emotive, and behavioral strategies and techniques for increasing rational thought and efficacy beliefs were provided and demonstrated throughout the consultation (see Ellis & MacLaren, 2005). Case examples and analogies focused on teaching and classroom situations were used to explain the information presented. Interactive discussions, songs, humor and participation in demonstrations were encouraged throughout the consultation. Throughout the asynchronous, online group consultation, the consultant provided the participants with select, layperson- oriented articles on REBT and SCT. During each session, participants were asked to read articles provided via the discussion module. The discussion modules focused on ways to increase self-efficacy, the ABC model, benefits of living rationally, The Professional Counselor \Volume 3, Issue 1