ABSTRACT
Reducing teacher burnout and improving student behavior are national challenges. This study reports on a randomized controlled trial testing effectiveness of a telementoring professional development (PD) model, called ECHO, to build teachers’ capacity to promote their students’ prosocial behavior while supporting their own well-being. The sample included 109 middle school teachers (59 intervention, 50 waitlist control) and their 1091 students. The intervention included eight telementoring sessions over a school year. Intervention teachers reported significantly less burnout and intent to leave the profession, greater self-efficacy for managing peer relations, and their students reported greater feelings of belonging compared to the control group. Given its low cost and scalability, the telementoring ECHO model is a promising approach for teacher professional development.