A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools
Article
Leckey, Y., Hyland, L., Hickey, G., Lodge, A., Kelly, P., Bywater, T., Comiskey, C., Donnelly, M. and McGilloway, S. 2016. A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools. Irish Educational Studies. 35 (1), pp. 35-55. https://doi.org/10.1080/03323315.2016.1147974
Type | Article |
---|---|
Title | A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools |
Authors | Leckey, Y., Hyland, L., Hickey, G., Lodge, A., Kelly, P., Bywater, T., Comiskey, C., Donnelly, M. and McGilloway, S. |
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. |
Keywords | teacher classroom management ; teacher behaviour ; conduct problems ; teacher and student well-being |
Sustainable Development Goals | 4 Quality education |
Middlesex University Theme | Health & Wellbeing |
Publisher | Taylor & Francis (Routledge) |
Journal | Irish Educational Studies |
ISSN | 0332-3315 |
Electronic | 1747-4965 |
Publication dates | |
Online | 02 Aug 2016 |
02 Jan 2016 | |
Publication process dates | |
Deposited | 13 Sep 2022 |
Submitted | 15 Aug 2015 |
Accepted | 21 Jan 2016 |
Output status | Published |
Digital Object Identifier (DOI) | https://doi.org/10.1080/03323315.2016.1147974 |
Scopus EID | 2-s2.0-84982952405 |
Web of Science identifier | WOS:000382496700003 |
Language | English |
https://repository.mdx.ac.uk/item/89z89
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