| Abstract: | The problem of this research was to determine whether training teachers with the Utah State University Protocol Modules brought about significant changes in teaching performance and related pupil outcomes. Twenty-eight in-service elementary school teachers were randomly assigned to two groups. One group was trained in the classroom management modules (Group A), the other in the self-concept modules (Group B). Before and after treatment, teachers and their pupils in both groups were observed in their own classrooms on performance variables related to both sets of modules. Pupils were also administered two self-concept measures. Since the two sets of modules deal with different teacher behavior, this design permitted each group to serve as control for the other group. Results indicated that Group A teachers had significantly more favorable post-treatment means than Group B teachers on 7 of the 13 classroom management skills. Group B teachers had significantly more favorable post-treatment means on 11 of 12 behaviors covered in the self-concept modules. Pupils in Group A classrooms made significant reductions in both mildly deviant and seriously deviant behavior. No significant changes in pupil self-concept test scores occurred. |
