Supporting teachers’ effective classroom and behavior management: what do teachers tell us?

Tara C. Moorea Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee, USACorrespondence[email protected]

Stephanie Danielsb Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee, USA

Kala L. H. Taylorb Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee, USA

Regina M. Oliverc Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, Nebraska, USA

Jason Chowd Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland, USA

https://orcid.org/0000-0002-2878-7410

Joseph H. Wehbye Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee, USA

Abstract

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in formal, inservice professional development activities improved their ability to implement research-based C/BM strategies. A higher percentage (77%) of teachers reported they receive adequate feedback from their current school supervisor (e.g., principal, curriculum/instructional coach) on their use of C/BM. Teachers’ reported specific ways for school and district administrators to better prepare and support them for challenges related to C/BM. Implications are provided for improving inservice professional development and administrator feedback to promote teachers’ use of effective classroom and behavior management practices.

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