Table 3. Spearman Nonparametric Correlations Between Teacher Characteristics and Implementation Success in Years 1 and 2.
| Number of lessons completed in this classroom |
Mean percent of full implementation across lessons |
Mean observer fidelity rating |
||||
|---|---|---|---|---|---|---|
|
|
||||||
| Teacher Characteristics |
Year 1 | Year 2 | Year 1 | Year 2 | Year 1 | Year 2 |
| Baseline Emotional Exhaustion1 |
−.110 (n=12) |
−.056 (n=10) |
.119 (n=11) |
−.185 (n=9) |
−.207 (n=10) |
.042 (n=9) |
| Baseline Personal Accomplishment2 |
.706* (n=12) |
.203 (n=10) |
.535+ (n=11) |
.489 (n=9) |
−.183 (n=10) |
.473 (n=9) |
| Years of Teaching Experience |
−.312 (n=15) |
−.010 (n=15) |
−.526+ (n=13) |
−.136 (n=13) |
−.360 (n=12) |
.081 (n=12) |
| Teacher Education | .487+ (n=15) |
.144 (n=16) |
−.014 (n=13) |
.224 (n=13) |
.246 (n=12) |
.293 (n=12) |
| Teacher Interaction Quality: CIS Sum |
.649* (n=12) |
.806** (n=13) |
.483 (n=9) |
.490 (n=12) |
.333 (n=8) |
.602* (n=12) |
| % of Training Sessions Attended |
.160 (n=16) |
.440+ (n=16) |
.428 (n=13) |
.461 (n=13) |
.436 (n=12) |
.197 (n=12) |
| Self Efficacy in Delivering Lessons |
.344 (n=13) |
.537* (n=15) |
.332 (n=13) |
.736** (n=13) |
.882** (n=12) |
.520+ (n=12) |
+
p < .10
*
p < .05
**
p < .01
1
For this subscale higher scores indicate greater emotional exhaustion
2
For this subscale higher scores indicate a higher sense of personal accomplishment