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<p>As researchers identify methods for addressing schools’ capacity for implementing school mental health (SMH) services, there arises a need for psychometrically sound assessments of teacher self-efficacy for implementing SMH services. The current study provides validity evidence regarding the internal structure of the <i>School Mental Health Self-Efficacy Teacher Survey</i> (SMH-SETS) in the context of middle schools preparing to implement the <i>Early Identification System</i> (EIS), a universal mental and behavioral health screening checklist. We also explored convergent associations between the SMH-SETS and three EIS intervention reaction measures (i.e., perceptions of acceptability, appropriateness, and feasibility). Middle school teachers (<i>N</i> = 411) from southern and midwestern US districts participated in the study. Theoretically driven unidimensional, two-factor, and five-factor structures of the SMH-SETS were assessed. A five-factor structure was determined to yield the best fit to the data and factor scores were extracted for subsequent analyses. A “Support” factor relating to school-family collaboration and mental health promotion was significantly and positively associated with participants’ feelings that the EIS was acceptable (β = .46), appropriate (β = .39), and feasible (β = .42). A “Crisis” factor relating to mental health crisis response was significantly and negatively associated with participants’ acceptability (β = −.32) of the EIS. The multifactor structure supports a more nuanced view of SMH self-efficacy and may allow for greater ability to measure specific facets of SMH self-efficacy. Furthermore, the relationship between certain factors and intervention reaction measures may be of interest as researchers develop and assess practices to support SMH implementation.</p>

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Validation and Extension of the School Mental Health Self-Efficacy Teacher Survey

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月16日

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  • Simon Daniel,
  • Heather L. McDaniel,
  • Michael D. Lyons

摘要

As researchers identify methods for addressing schools’ capacity for implementing school mental health (SMH) services, there arises a need for psychometrically sound assessments of teacher self-efficacy for implementing SMH services. The current study provides validity evidence regarding the internal structure of the School Mental Health Self-Efficacy Teacher Survey (SMH-SETS) in the context of middle schools preparing to implement the Early Identification System (EIS), a universal mental and behavioral health screening checklist. We also explored convergent associations between the SMH-SETS and three EIS intervention reaction measures (i.e., perceptions of acceptability, appropriateness, and feasibility). Middle school teachers (N = 411) from southern and midwestern US districts participated in the study. Theoretically driven unidimensional, two-factor, and five-factor structures of the SMH-SETS were assessed. A five-factor structure was determined to yield the best fit to the data and factor scores were extracted for subsequent analyses. A “Support” factor relating to school-family collaboration and mental health promotion was significantly and positively associated with participants’ feelings that the EIS was acceptable (β = .46), appropriate (β = .39), and feasible (β = .42). A “Crisis” factor relating to mental health crisis response was significantly and negatively associated with participants’ acceptability (β = −.32) of the EIS. The multifactor structure supports a more nuanced view of SMH self-efficacy and may allow for greater ability to measure specific facets of SMH self-efficacy. Furthermore, the relationship between certain factors and intervention reaction measures may be of interest as researchers develop and assess practices to support SMH implementation.