Teacher Perceptions of Evidence-Based Classroom Management Practices

Abstract

The current study examined teachers' perceptions of 20 evidence based classroom management strategics. Participants were asked to complete an online survey that required them to rate their use, acceptability, and self-efficacy for each of the strategies, as well as demographic questions such as whether they had taken a behavior management course during their training program, and how long they have been teaching. Participants included 202 kindergarten through eighth grade teachers across the state of Illinois. Results indicated that teachers on average reported using 18 of the 20 strategies, and that there was not a significant difference in number of strategies used between teachers who had received classroom management training and those who had not. Teachers' responses reflected the 4:1 proactive to reactive ratio, suggested by research. Results of the study also indicated that there was a significant relationship between teachers' reported use and acceptability, as well as their use and self-efficacy. There was not a significant difference found in reported use between teachers who were considered new to the field in comparison to those who were considered to be more established.

Date of Award	2019
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Margaret Floress (Supervisor)