Educator Self-Efficacy in Tiered Systems: Theory and Practice

Wendy Peia Oakes, Kathleen Lynne Lane, Nelson Brunsting

Research output: Chapter in Book/Report/Conference proceedingChapter


Educator wellbeing is promoted when school leaders communicate a clear and sustained vision and provide adequate resources and professional learning opportunities to achieve positive outcomes for students. In this chapter, we provide a theoretical foundation for educator self-efficacy and current empirical evidence exploring self-efficacy of educators who are working in schools implementing tiered systems. We begin with an overview of the theoretical and empirical literature on the importance of educator self-efficacy and wellbeing when engaging in systems efforts. Then, we provide a brief overview of tiered systems. Next, we provide a summary of research conducted to date that examined how teachers fare when working in tiered systems. Then, we discuss core features of tiered systems that promote educators’ wellbeing and minimize burnout. We conclude with considerations for educators engaging in system change to promote students’ educational outcomes.

Original languageEnglish (US)
Title of host publicationThe Importance of Self-Efficacy and Self-Compassion
PublisherNova Science Publishers, Inc.
Number of pages26
ISBN (Electronic)9781685077907
ISBN (Print)9781685077631
StatePublished - Jan 1 2022
Externally publishedYes


  • comprehensive integrated three-tiered model of prevention
  • K-12 schools
  • teacher efficacy
  • teacher wellbeing
  • tiered systems

ASJC Scopus subject areas

  • Psychology(all)


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