Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families

ABSTRACT

Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to “proximal classroom outcomes” (e.g., classroom emotional and managerial interactions between teachers and children) and teacher psychological factors (e.g., self-efficacy and stress) are still needed. This study assesses the efficacy of the IY-TCM program with Portuguese teachers of economically disadvantaged preschool children. Measures included a) classroom observation of teacher behaviors and b) teacher self-reports of their practices, confidence, self-efficacy, and job-related stress associated with inappropriate student behaviors. A wait-list randomized controlled study was conducted with 65 female Portuguese teachers reporting pre- and post-intervention assessments. Moderation analyses were conducted to explore differential benefits of teacher, classroom and children’s variables. Significant differences favoring intervention teachers were found in teacher reports of their classroom practices (positive and inappropriate). Observational findings showed a positive intervention effect on the use of labeled praise but not on other teacher classroom behaviors. Participating in the program did not impact the teachers’ confidence/self-efficacy and job-related stress. Moderation analysis were found to be non-significant. Practice or Policy: Providing the IY-TCM program to early childhood teachers can contribute to an increase of their reported use and usefulness of effective classroom management practices and their use of labeled praise, thus contributing to the quality of early childhood education across a population of children experiencing poverty.

Acknowledgments

We are very grateful to all the teachers, children and parents who made this study possible. Sincere thanks to Professor Catherine Snow, from the Harvard Graduate School of Education, for the inspiration we found participating in her lab meetings. We also thank Scott M. Culp for language assistance in the writing of this manuscript and Mariana Moura Ramos for statistical analysis advice.

Disclosure Statement

The Incredible Years is a trademark owned by The Incredible Years, Inc. The first author may receive occasional payments for training leaders in the Incredible Years TCM program. The third author has in the past received occasional payments also for training leaders in the program. The other authors declare that they have no other competing interests.

Additional information

Funding

This research was granted by the Public Health Initiatives Programme (PT06), financed by EEA Grants Financial Mechanism 2009-2014 (51SM04).