Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate

Merete Aasheim,Bjørn Helge Handegård,Sturla Fossum,Charlotte Reedtz,Monica Martinussen

doi:10.1177/2158244020927422

Merete Aasheim, Bjørn Helge Handegård + Show 3 more

Open Access

https://doi.org/10.1177/2158244020927422

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Journal: SAGE Open	Publication Date: Apr 1, 2020
Citations: 5	License type: CC BY 4.0

Affiliation: UiT The Arctic University of Norway

Abstract

In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

Highlights

It has been well established that teachers’ classroom management skills are important to support young children’s behavioral, social, and emotional competence (Hamre & Pianta, 2005; Oliver et al, 2011)
All the same, based on the logic assumption that a change in teacher behavior is followed by a change in student behavior, significant results for change in teachers’ behavior management practices, their report of problem behavior, classroom climate, and self- and collective efficacy were expected
The present study evaluated the impact of the Incredible Years Teacher Classroom Management (IY TCM) program on teacher-reported behavior management practice, problem behavior, self- and collective efficacy, and classroom climate, after all teachers of first to third grades in a regular school setting completed the Incredible Years (IY) TCM as a universal preventive intervention

Summary

Introduction

It has been well established that teachers’ classroom management skills are important to support young children’s behavioral, social, and emotional competence (Hamre & Pianta, 2005; Oliver et al, 2011). Classroom management practices have been defined as the actions teachers implement to create an educational environment that supports and facilitates students’ learning opportunities, both academically and socioemotionally. This include nonacademic classroom procedures, such as teaching prosocial behavior, and the use of proactive strategies to prevent and reduce disruptive classroom behavior (Evertson & Weinstein, 2006). The teacher may have specific beliefs in relation to the school’s collective efficacy to execute actions required to produce given attainments This refers to teachers’ judgment about whether the faculty as a whole can organize and execute the courses of action required to influence positive effect on students (Goddard et al, 2004; Skaalvik & Skaalvik, 2010). Establishing behavioral guidelines in ways that promote student motivation, coaching students through conflict situations, encouraging cooperation among students, and acting as a role model for respectful communication and prosocial behavior are behaviors in teachers associated with optimal classroom climate and desired student outcomes (Jennings & Greenberg, 2009)

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