Teacher Relational Competence and Behavior Management Implementation

Abstract

In order to respond productively to student disruptions, teachers must have the skills and awareness to connect with students responsively rather than reactively. Practices grounded in relationships such as social emotional learning, mindfulness, restorative, and trauma-informed practices have been shown to improve student academic engagement and behavior. They are becoming more widely known and encouraged in schools. This mixed methods study gathered data from first through third grade teachers on their relational competence and their most used behavior management practices. While survey data did not show a correlation between high teacher relational competence and usage of relationship-building practices, in-depth interviews suggested that a connection may exist.