Examining the implementation of Teacher–Child Interaction Training‐Universal in public schools

Abstract

The Teacher–Child Interaction Training‐Universal (TCIT‐U) is a professional development program for teachers that promotes positive relational interactions and strengthens classroom management. This study examines the implementation of TCIT‐U in a public school district to guide future implementation and sustainability. This study uses qualitative methods to examine the implementation of TCIT‐U across preschool through second‐grade classrooms in a suburban public school district in Illinois, United States. Eight teachers and five coaches participated in focus groups, while three administrators completed interviews. Qualitative data from focus groups and interviews are supplemented by quantitative data on satisfaction, teacher sense of efficacy, teacher observations, and school records. Results demonstrated high levels of acceptability, good feasibility, high satisfaction, and several notable improvements across teachers and students, such as improved teachers' confidence and self‐efficacy in managing classrooms. Nevertheless, there were implementation challenges, including timing, competing demands, and district priorities. The results from this study offer guidance for future implementation of TCIT‐U as an acceptable, feasible, and universal intervention.

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

“…Numerous studies have demonstrated that Teacher-Child Interaction Training has promising success for improving teacher-child interactions and teacher's effective behavior management skills (Budd et al, 2016;Davidson et al, 2020;Fawley et al, 2020; Page 10 of 14 17:12 Fernandez et al, 2015;Fernandez et al, 2015;Garbacz et al, 2014;Lyon et al, 2009;Santiago et al, 2022). To the authors' knowledge, this was the first quasi-experimental study that explored how TCIT-U affects teachers' sense of self-efficacy among a predominately Hispanic (96.4%) teacher population in the United States.…”

“…Professional development and in-service training can positively influence teacher selfefficacy (Bray-Clark & Bates, 2003;Santiago et al, 2022;Toran et al, 2017). For many educators who do not participate in formal preparation programs, in-service training often overlaps as default preparation for practice (Institute of Medicine & National Research Council, 2015).…”

“…Negative interactions have been shown to be ineffective at helping children regulate emotions and control behavior, thus contributing negatively to a teacher's well-being, and sense of self-efficacy (Plotka, 2019;Spilt et al, 2011). Teachers' levels of self-efficacy are predictive of their effectiveness in managing children's behavior (Perren, 2017;Plotka, 2019;Santiago et al, 2022).…”

Research on the digital cultivation form of “double-qualified” teachers team in higher vocational colleges and universities under the perspective of industry-teaching integration

“…The teacher training program was capable of boosting the interest of teachers in the teaching and learning process and improving the quality of teaching and learning. A qualitative approach was utilized in suburban public schools in Illinois, USA to examine the effectiveness of teacher-student interaction training in improving classroom management and interaction, according to the literature [15]. The results show that teachers and students can achieve effective communication and interaction under the training, and to a certain extent, teachers' confidence and self-efficacy in teaching were enhanced.…”