A mixed-methods evaluation of the longer-term implementation and utility of teacher classroom management training programme in Irish primary schools.

Yvonne Leckey, Lynda Hyland, Grainne Hickey, Anne Lodge, Paul Kelly, Tracey Bywater, Catherine Comiskey, Michael Donnelly, Sinead McGilloway

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.
Original languageEnglish
Pages (from-to)35-55
JournalIrish Educational Studies
Volume35
Issue number1
Early online date02 Aug 2016
DOIs
Publication statusEarly online date - 02 Aug 2016

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