Evaluating the efficacy of the Staff Sharing Scheme (Gill & Monson 1995)

• Main Author: Robertson, John R.
• Published: University of East London 2009
• Subjects: 150
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532967

This research was small in scale and used a mixed methodological approach to evaluate the Staff Sharing Scheme (SSS) in two primary schools. As such the researcher took a critical realist approach with the purpose of potentially developing the effectiveness of the SSS by understanding the factors that make it effective. The SSS training was delivered and evaluated, using several quantitative techniques for data collection and Thematic Analysis to analyse interview data. The SSS training focused on developing behaviour management techniques using a problem analysis framework and also on building a self-sustaining teacher support group. This study provided further evidence that working with teachers in schools collaboratively to provide teacher support for managing behaviour in their classes, can be constructive and effective. Participants perceived the main benefits to be: an increase in time to reflect on the behaviour problems and a reduction in feelings of isolation by sharing experiences with colleagues. However, a complex picture emerged with teachers not linking the benefits they described when taking part in the SSS training to the need to continue with and establish an ongoing staff support team in their schools. The lack of time in terms of gathering data as well as organising the meeting itself was identified as a reason for not establishing a SSS support group. The findings of a causal attribution measure support interview data suggesting that teachers' existing values, far from being changed by the SSS training, had become more established with teachers more likely to attribute challenging behaviour to within child factors following the SSS training. The existing research and this study indicate that establishing a support group may well need specific long term external support and therefore needs a more longitudinal approach, combined with a larger sample, when researching its effectiveness. The findings are discussed in relation to future research needs and the possible implications for Educational Psychologists in terms of service delivery.