Perceptions of performance feedback for an Incredible Years trained teacher : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
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Date
2016
DOI
Open Access Location
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Massey University
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Abstract
The Incredible Years Teacher Classroom Management (IYTCM) programme, developed
by Webster-Stratton, is delivered to New Zealand teachers as part of an initiative
promoting positive behaviour in the education sector. The IYTCM incorporates
evidence-based practices that have demonstrated effective and favourable outcomes
for students and teachers. Teachers are able to create positive and nurturing learning
environments through regular and accurate use of pro-active strategies and
appropriate behaviour management practices. In turn, these environments can prevent
and/or reduce adverse life outcomes for students. Performance feedback (PFB) was
assessed as a support mechanism to enhance implementation of IYTCM command
strategies. The use of a mixed methods design with an intervention trial, contributed
to the exploration and establishment of value-oriented findings. By integrating
methods, data and, analysis of qualitative and quantitative approaches, this research,
(a) facilitated awareness for the teacher on their classroom management practices, (b)
identified contextual factors that resulted in confounding effects on implementation; (c)
underscored the teacher’s perceptions of credibility in relation to PFB consultants; and
(d) considered the effects of the teacher’s perceived efficacy in classroom management.
A concurrent examination of the findings produced insights into factors that may
facilitate and/or hinder PFB, such as, attitudes toward practices, and degree of
behavioural control. It was concluded that the combination of (i) teacher’s perceived
efficacy; (ii) incongruence of IYTCM strategies with current practices; and (iii) poor
knowledge to facilitate attitudinal change, may have impeded the teacher’s intentions
to use IYTCM practices. The teacher’s perceptions and experiences present in this
research have implications for the delivery and sustainability of classroom management
practices, as well as efforts to ensure favourable outcomes for students.
Description
Material from Appendix A redacted due to copyright restrictions. Adapted from: Webster-Stratton, C. (2012). Incredible Years Teacher Classroom Management pyramid framework. Retrieved from http://www.incredibleyears.com/wp-content/uploads/800pxteaching-pyramid-good071213.jpg
Keywords
Incredible Years (Training program), Classroom management, Evaluation, Teachers, In-service training, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education