Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

小学早期的学生问题行为与教师的倦怠，负面情绪和压力增加有关，与学生的负面结果有关，包括情绪和行为障碍（EBD）的风险增加。这项研究探讨了教师提供的第2层级干预-班级基本（BEST）中的最佳（BEST）（班级最佳）对教师自我效能感，倦怠和学生行为归因的影响。该研究的参与者是45名幼儿园到3年级的学生，他们被确定为患有EBD的风险，他们的26名教师来自位于城市学区的三所小学。尽管教师的自我效能和倦怠没有明显变化，p = .06）关于教师对问题行为的因果归因。这项研究强调了CLASS-E中BEST的希望，因为它是教师在影响基本教师成绩方面的第二级干预措施。讨论了研究的意义和局限性。