Breaking down buy‐in: Can lessons from social psychology increase teacher use of proactive behavior management?

Abstract

Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empiricallybased proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is "buy-in," or personal interest, agreement, and investment in the implementation of a practice. When teachers buy in to an intervention, they may be more likely to implement and maintain the intervention with fidelity. Yet, there is little empirically-based understanding of buy-in or strategies known to increase the buyin of school staff. The purpose of this paper is to describe research from social psychology that may be useful in developing a theoretical framework for buy-in, as well as approaches to increasing teacher buy-in and use of PBM. Implications for incorporating strategies from social psychology into teacher professional development to increase buy-in and use of PBM are discussed.

The impact of teacher−student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality

“…Specifically, compared with graduate students with low proactive personality, these graduate students with high proactive personality are more willing to participate in knowledge sharing activities when faced with high‐quality teacher−student relationships (Brown et al, 2006; Neneh, 2019; Ozkurt & Alpay, 2018), and further show more knowledge sharing behaviors. The logic behind it is that individuals with high proactive personality are usually more sensitive to changes in the external environment than individuals with low proactive personality (Bateman & Crant, 1993; Fuller & Marler, 2009), are good at identifying and discovering opportunities (Shi et al, 2011), and can seize opportunities and take active actions until they achieve success (Liguori et al, 2013; Robertson, 2020). That is to say, graduate students with high proactive personality can gain more from high‐quality teacher−student relationships (Yi‐Feng et al, 2021), which can also greatly enhance their self‐confidence and academic enthusiasm, and their inner willingness to share knowledge will also become stronger.…”

“…Specifically, due to their strong motivation to achieve their goals (Brown et al, 2006; Steins & Behravan, 2017), graduate students with high proactive personality are more likely to feel the full support of their tutors during their daily interaction with their tutors (Eid & Al‐Jabri, 2016; Majid & Wey, 2009; Ozkurt & Alpay, 2018), and they are more active in participating in knowledge sharing activities. In contrast, graduate students with low proactive personality miss out on opportunities because of their passivity in interacting with their tutors (Hosseingholizadeh & Khoniki, 2015; Reeve, 2006), and even in a good teacher−student relationship, they often display a negative attitude, fail to recognize the learning opportunities provided by their tutors, and are less likely to share knowledge (Hughes et al, 2001; Robertson, 2020). Therefore, under the influence of mentor−student relationship, graduate students with high proactive personality can show stronger knowledge sharing willingness and knowledge sharing behavior than individuals with low proactive personality.…”

“…In addition, since effective tacit knowledge sharing is essentially determined by the individual as the subject of action and has a strong spontaneity (Swanson et al, 2020), has always been regarded as an important predictor of individual knowledge sharing. In the daily interaction with their tutors, graduate students with high proactive personality have a strong motivation to achieve their goals (Hosseingholizadeh & Khoniki, 2015; Robertson, 2020), are more focused on obtaining sufficient knowledge and support from their teachers (Brown et al, 2006), and then show more knowledge sharing willingness and behavior. Therefore, it is reasonable to introduce knowledge sharing willingness as a mediating factor and proactive personality as a moderating factor into the influence process of teacher−student relationship on knowledge sharing behavior of Chinese graduate students.…”

Results of a collaborative professional development for school staff working with students with visual impairments and challenging behavior

“…Furthermore, most research regarding supportive beliefs and buy-in to PBIS has examined these issues as related to the implementation of schoolwide PBIS (e.g., Cook et al, 2015). Few studies have examined the role of, or approaches to fostering, buy-in regarding implementation of I-PBIS (Robertson, 2020). Our findings suggest that supportive beliefs about I-PBIS may be (a) increased through collaborative PD and (b) related to use of I-PBIS strategies.…”

“…Project CoRP included four online modules, each with a similar organizational format. The focus of the first module was on the message that students' challenging behavior is changeable and influenced by the environment, which is considered a necessary belief for using I-PBIS (Robertson, 2020). Modules 2 through 4 focused on specific I-PBIS strategies, specifically functional communication (Ivy et al, 2014), choice-making (Clark & McDonnell, 2008), and effective reinforcement (Paclawskyj & Vollmer, 1995).…”