A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Abstract

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n = 217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.

Keywords:

• teacher classroom management
• teacher behaviour
• conduct problems
• teacher and student well-being

Acknowledgements

We are grateful to all of the teachers, principals and other school personnel who so generously gave of their time to participate in this research. We would also like to thank Archways for supporting the research as well as Dr Pam Martin (Bangor University, Wales) and Dr Mairead Furlong (National University of Ireland Maynooth) for their assistance during the study.

Notes on contributors

Yvonne Leckey is currently a researcher in the Mental Health and Social Research Unit (MHSRU), Maynooth University.

Dr Lynda Hyland is a Senior Lecturer in Psychology.

Gráinne Hickey is a senior researcher and currently Research Programme Manager in the Mental Health and Social Research Unit.

Dr Anne Lodge is Principal of the Church of Ireland College of Education.

Paul Kelly was formerly a Data Manager in the Mental Health and Social Research Unit, Maynooth University.

Professor Tracey Bywater is Professor of Family Well Being at York University.

Professor Catherine Comiskey is a biostatistican and currently Head of the School of Nursing and Midwifery at Trinity College Dublin.

Professor Michael Donnelly is Head of the Health Services Research Group in the Institute of Health at Queen's University Belfast and Deputy Director of the UKCRC Centre of Excellence for Public Health (NI).

Dr Sinéad McGilloway is Director of the Mental Health and Social Research Unit and leads the Health, Mental Health and Community Psychology research strand in Maynooth University Department of Psychology.

ORCID

Yvonne Leckey http://orcid.org/0000-0001-6257-8105

Notes

1. The GUI Study is a national longitudinal study of children which explores the developmental and well-being outcomes of infants and 9-year-old children.

2. The PEII is a funding partnership between the Irish Government and The Atlantic Philanthropies to support model projects in disadvantaged areas.

3. The Delivering Equality of Opportunity in Schools (DEIS) scheme targets educational disadvantage through the provision of additional resources in schools with higher numbers of disadvantaged pupils. These include lower class sizes, Home School Community Liaison Services, School Meals Programme and access to additional numeracy and literacy supports (Department of Education and Science 2005).

4. Newly Qualified Teachers.

5. Archways is an NGO which works to promote and implement evidence-based programmes for children and young people.

Additional information

Funding

The Incredible Years Ireland Study was funded by Archways with support from The Atlantic Philanthropies.