Predictors and Gains of Teacher Involvement in an Improvement Project on Classroom Management. Experiences from a Norwegian project in two compulsory schools

Abstract

The focus of this paper is teacher involvement in a 2-year improvement project among 42 teachers at one primary school and one secondary school in Norway. Results suggest that even if this was a school-wide project, the teachers' involvement varied. Moreover, the teachers' perceived relevance for the theme of improvement was a main motivating factor to their involvement. According to the results the teachers' perceived strain due to disruptive pupils decreased significantly over the 2 years. Additionally, their perceived ability as classroom managers, as well as their perceived shared teaching goals increased significantly.