Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Ficarra, Laura R.; Quinn, Kevin P.

doi:10.2478/jtes-2014-0012

Cited by 17 publications

(15 citation statements)

References 29 publications

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“…Teachers who worked in schools that implement Positive Behavioral Interventions and Supports (PBIS) had better performance rating in posting, teaching, reviewing, monitoring, and reinforcing expectations than those who did not. Additionally, teachers with exclusive education license were a better performer in maximizing structure, using different strategies and techniques in classroom management than those who were not [37].…”

Section: High-performance Work Systems Directly and Indirectly Influmentioning

confidence: 98%

Teachers’ Job Satisfaction and Work Performance

Baluyos¹,

Rivera²,

Baluyos³

2019

JSS

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Job satisfaction is a requirement for the work performance of the teacher. This study determined the relationship of teachers' job satisfaction and their work performance in the Division of Misamis Occidental during the school year 2018-2019. One hundred and four (104) school heads and three hundred and thirteen (313) teachers responded to the study. The researcher used the descriptive-correlational research design; and the Teacher Job Satisfaction Survey Questionnaire (TJSQ) and Individual Performance Commitment Review Form (IPCRF) as instruments. Mean, standard deviation, and Multiple Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance was very satisfactory. The satisfaction of teachers on school heads' supervision and job security inversely affect the teachers' work performance. Schools have to be provided with the faculty lounge so teachers can talk freely on their well-being. Human Resource Department officers have to include in their teacher retention strategies the teachers' welfare packages. Future researchers have to look into other factors that might predict the teachers' work performance.

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Section: High-performance Work Systems Directly and Indirectly Influmentioning

confidence: 98%

Teachers’ Job Satisfaction and Work Performance

Baluyos¹,

Rivera²,

Baluyos³

2019

JSS

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“…Research by Feuerborn and colleagues also suggests that teachers in schools implementing SWPBS are more likely to take a preventative approach and show more commitment to positive behaviour support practices (Feuerborn & Chinn, 2012;Feuerborn & Tyre, 2016). In the study of teachers in New York State previously mentioned (Ficarra & Quinn, 2014), teachers working in SWPBS schools reported higher knowledge of establishing, teaching, and reinforcing expectations, which perhaps reflects the strong emphasis on teaching and reinforcement within the SWPBS framework. By comparison, low rates of praise and opportunities to respond were observed in primary classrooms implementing SWPBS with high fidelity (Reinke et al, 2013).…”

Section: Swpbs and Classroom Management Usamentioning

confidence: 92%

“…Several studies investigating teacher use of classroom management practices have been undertaken in the USA. Ficarra and Quinn (2014) asked teachers from all school sectors in the state of New York to rate their knowledge and competency in relation to a number of evidence-based classroom management practices. Overall, teachers reported medium-to-high knowledge and competency ratings for the majority of practices.…”

Section: Teacher Practice Usamentioning

confidence: 99%

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Hepburn¹,

Beamish²

2019

AJTE

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The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. This paper reports the findings from a systematic literature review conducted to identify what is currently known about teacher implementation of evidence-based classroom management practices. The analysis indicates that teachers underuse many evidence-based practices but may over-report frequency of use. Australian research on teacher implementation of evidence-based practices for classroom management is lacking, and the impact of Schoolwide Positive Behaviour Support (SWPBS) implementation on teacher practice is unknown, despite the adoption of SWPBS in many Australian jurisdictions.

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“…In the study, 53.3% of the respondents believe that communication skills are worked on sufficiently, 80% believe that these skills are not acquired. Similarly, Ficarra and Quinn (2014) have indicated that teachers have identified classroom management as an area for which they need additional on-site training that will establish or further develop skills not sufficiently addressed in pre-service programmes. According to Kuurme and Carlsson (2010), a routine hierarchical working system and bad relations diminish the quality of school life.…”

Section: Discussionmentioning

confidence: 99%

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Čiuladienė

Kairienė

2017

Journal of Teacher Education for Sustainability

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The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages studentsí behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the studentsí point of view.To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students.Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy.The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding studentsí experience would allow teachers to better respond and manage studentsí reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.

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Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Cited by 17 publications

References 29 publications

Teachers’ Job Satisfaction and Work Performance

Teachers’ Job Satisfaction and Work Performance

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

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