"If we can't manage the classroom, we can forget this"

An evaluation of a professional development programme in classroom management for educators

Abstract

Teachers and school staff must reach a diverse group of students and support every child’s learning, behaviour, and well-being. Positive teacher-student communication is important, where efficacious classroom management is crucial. Effective classroom management increases the quality of teaching and learning. It contributes to both teacher and student well-being. In contrast, ineffective classroom management may cause strain and stress for both students and teachers. Across numerous studies, primary school teachers in Iceland have reported a lack of guidance and training regarding classroom and behaviour management best practices. This lack, in turn, has been linked to high levels of emotional exhaustion and symptoms of burnout among educators, as well as teacher attrition. This paper discusses findings from a research study regarding primary school teacher perceptions of a professional development programme on evidence-based classroom management methods. The participants’ views and experiences of the strategies they learned through the programme and applied in the field with their students were emphasised, such as their usefulness, and whether and which methods they envisioned continuing to use in the future. The eleven participants were in-service primary school teachers who completed the programme and evaluated its impact and effectiveness. The programme consisted of five sessions; four were conducted online via Zoom (due to COVID-19 restrictions), and the fifth one was held in person at the University of Iceland. Mixed research methods were used to gather and analyse data, including questionnaires, assessments of attendance and participation, and focus group interviews with two different participant subgroups. Participant attendance and participation/homework completion was 100%. Quantitative data analysis indicated that most participants agreed that the strategies were helpful (70–100%), that they practised applying them (70–90%), and they would continue using them (50–90%). The focus group data analysis revealed four themes, namely: 1) A practical and enjoyable opportunity for professional development, 2) Professional learning communities and teamwork are supportive, 3) Self-regulation and awareness of one’s own emotion regulation matter, and 4) Differing ideologies and points of view within the school community have an impact. Taken together, the results suggested that the programme content had been applied successfully in the participants’ respective classrooms and they would continue using these methods. The participants also agreed that this type of training is necessary for educators, especially early career teachers. Additionally, the participants noted how they would have enjoyed having a team of coworkers attend the programme alongside them to allow for greater collaboration in applying programme content in the classroom and more in-person class meetings rather than online. Due to COVID-19 restrictions, however, in-person class meetings were challenging. Although up to 80% of the participants agreed they would continue using encouragement-based methods (e.g., token economy) and setting limits, a few participants shared that these strategies were inconsistent with their school policy. Thus, they were hesitant to continue their use. This point is noteworthy because in-service teachers in Iceland have themselves expressed a dire need for professional development in classroom and behaviour management, the lack of which has been associated with teacher exhaustion and, eventually, attrition from the profession. Given a robust body of evidence demonstrating the effectiveness of encouragement and limit-setting in promoting positive behaviour and preventing behavioural challenges, some teachers may require additional support and coaching in using and aligning these methods with their respective school policies. Overall, the present findings are consistent with previous research in this field. They indicate a need for and interest in classroom management training among educators in Icelandic schools. The importance and implications of these findings are discussed because the research shows that effective classroom management practices contribute to enhanced student and teacher well-being