Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

Figures & data

Figure 1. Summary of the themes and subthemes. TCM: Teacher Classroom Management; SEN: Special Educational Needs.

Table 1. Teacher demographic and background characteristics.

Participant characteristics	Focus group (n = 15)	Interview (n = 10)	All (n = 25)
Gender, F/M	10/5	9/1	19/6
Age, M (SD)	35.1 (8.9)	31.3 (8.2)	33.6 (8.7)
Teachers in full-time employment, n (%)	13 (86.7)	10 (100)	23 (92)
Years in service, M (SD)	8.1 (6.4)	4.9 (6.1)	6.8 (6.3)
Reception teachers, n (%)	2 (13.3)	2 (20)	4 (16)
KS1 teachers, n (%)	7 (46.7)	2 (20)	9 (36)
KS2 teachers, n (%)	6 (40)	6 (60)	12 (48)
Teachers with full time support, n (%)	8 (53.3)	5 (50)	13 (52)
Newly qualified teachers, n (%)	1 (6.7)	1 (10)	2 (8)
Teachers with leadership roles, n (%)	1 (6.7)	0 (0)	1 (4)
Teachers with PGCE as initial qualification, n (%)	7 (46.7)	4 (40)	11 (44)
TCM training sessions attended, M (SD)	5.8 (0.4)	5.6 (0.5)	5.7 (0.5)

F: female, M: male; M: mean, SD: standard deviation; n: number of participants; KS: key stages (blocks of years in which the national curriculum is divided into in England); KS1 (Key stage 1): Years 1 and 2 (5–7 years old); KS2 (Key stage 2): Years 3 to 6 (7–11 years old); PGCE: Postgraduate Certificate in Education; TCM: Teacher Classroom Management.

Data availability statement

Data are not shared as ethical approval for the current study did not grant the sharing of data.