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
TypeArticle
TitleA mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools
AuthorsLeckey, 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.

Keywordsteacher classroom management ; teacher behaviour ; conduct problems ; teacher and student well-being
Sustainable Development Goals4 Quality education
Middlesex University ThemeHealth & Wellbeing
PublisherTaylor & Francis (Routledge)
JournalIrish Educational Studies
ISSN0332-3315
Electronic1747-4965
Publication dates
Online02 Aug 2016
Print02 Jan 2016
Publication process dates
Deposited13 Sep 2022
Submitted15 Aug 2015
Accepted21 Jan 2016
Output statusPublished
Digital Object Identifier (DOI)https://doi.org/10.1080/03323315.2016.1147974
Scopus EID2-s2.0-84982952405
Web of Science identifierWOS:000382496700003
LanguageEnglish
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