Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers

This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment integrity and social validity (>80%) across 2 years. In terms of well-being, educators in this post-pandemic sample were comparable to a pre-pandemic sample of educators implementing Ci3T. Relative to a pre-pandemic comparison sample, educators reported higher and increasing efficacy for instructional strategies and classroom management, as well as lower depersonalization and higher personal accomplishment. Yet educators also reported elevated levels of emotional exhaustion. Results identified individual- and school-level predictors of implementation and efficacy. As with studies of educator well-being in integrated tiered systems prior to the pandemic, fall treatment integrity consistently predicted educators’ spring self-efficacy across domains. Results also showed educators’ fall efficacy for student engagement predicted higher spring treatment integrity, suggesting a reciprocal relationship between constructs.