Keys to teach effectively: A randomised controlled trial to examine the effects of the teacher-focused coaching intervention Key2Teach for teachers and students with externalising problem behaviour.

Teachers are important for students’ behavioural, social-emotional and cognitive development. However, it is difficult for teachers to meet students' needs of support due to externalising problem behaviour. Teachers and students would benefit from more support. This dissertation describes an experimental study of the effects of the teacher-focussed coaching intervention Key2Teach, which aims to improve the relationship between a teacher and a student with externalising problem behaviour (a dyadic pupil) (Van Veen et al., 2015).
Key2Teach was examined for effectiveness in a randomised controlled trial (RCT), in which 103 teachers and their 1746 students participated. The control group consisted of 50 teachers and the experimental group of 53 teachers. The study consisted of four measurements, during which teachers and students filled in questionnaires and video recordings were made for class observation.
The results showed positive effects on aspects of the teacher-student relationship, on externalising and social-emotional problem behaviour of dyad students and classmates, and on aspects of teachers' occupational well-being. Data on the implementation of Key2Teach show that this intervention can be reliably implemented in the educational context. Teachers' sense of competence was found to be a predictor of emotional exhaustion at a later date, and the development of burnout symptoms was found to be stable during the school year. Implications for research and practice are discussed.