A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools |
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| Authors: | Yvonne Leckey Lynda Hyland Gráinne Hickey Anne Lodge Paul Kelly Tracey Bywater |
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| Institution: | 1. Mental Health and Social Research Unit, Maynooth University Department of Psychology, National University of Ireland Maynooth, Maynooth, Co Kildare, Ireland;2. Department of Psychology, Middlesex University, Dubai, United Arab Emirates;3. Church of Ireland College of Education, Dublin, Ireland;4. Department of Health Sciences, University of York, York, UK |
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| Abstract: | Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated. |
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| Keywords: | teacher classroom management teacher behaviour conduct problems teacher and student well-being |
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