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

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.

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