Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate

Abstract

In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

“…The emphasis given in DASI to school-level variables is in line with studies (Ertesvåg & Roland, 2015; Espelage et al, 2003; Hymel et al, 2015; Waasdorp et al, 2011) concluding that bullying is largely the result of norms, social control, and interpersonal relationships inside the school. Particularly, emerging research highlights that collective efficacy is a school ecological construct that may explain bullying rate differences (Aasheim et al, 2020; Barchia & Bussey, 2011; Gini et al, 2020; Williams & Guerra, 2011).…”

Teachers’ views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

“…Several countries have now trialled or implemented TCM across whole schools such as the U.S., Norway, Wales, and Jamacia (Aasheim, Reedtz, Handegård, Martinussen, & Mørch, 2019; Baker‐Henningham, Walker, Powell, & Gardner, 2009; Hutchings & Williams, 2017; Carolyn Webster‐Stratton & McCoy, 2015). Valuable lessons can be learned from these studies in terms of how this can be achieved and measures needed to sustain impacts, such as additional coaching (Aasheim, Fossum, Reedtz, Handegård, & Martinussen, 2020).…”

A Causal Model on Resistance to Change in Relation to Organizational Communication, Work Ethic and Self-Efficacy on Tertiary Teachers

“…Behavior management strategies -using persuasion, reason, and subtle stimuli in order to convince someone else to change how they act, feel, or respond. These techniques and stratagems of behavior management restore and maintain order (Aasheim et al, 2020). Instructional strategies -is a catch-all term for all the learning and teaching techniques that teachers use in order to help their students gain a better understanding of the course material (Gibbons, 2020).…”