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

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.

Keywords:

• administrator
• classroom management
• principal
• problem behavior
• professional development