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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

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  • Merete Aasheim
  • Sturla Fossum
  • Charlotte Reedtz
  • Bjørn Helge HandegÃ¥rd
  • Monica Martinussen

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.

Suggested Citation

  • Merete Aasheim & Sturla Fossum & Charlotte Reedtz & Bjørn Helge HandegÃ¥rd & Monica Martinussen, 2020. "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 Envir," SAGE Open, , vol. 10(2), pages 21582440209, May.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:2:p:2158244020927422
    DOI: 10.1177/2158244020927422
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    References listed on IDEAS

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    1. Regina M. Oliver & Joseph H. Wehby & Daniel J. Reschly, 2011. "Teacher classroom management practices: effects on disruptive or aggressive student behavior," Campbell Systematic Reviews, John Wiley & Sons, vol. 7(1), pages 1-55.
    2. Mari-Anne Sørlie & Terje Ogden & Asgeir Røyrhus Olseth, 2016. "Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway," SAGE Open, , vol. 6(2), pages 21582440166, May.
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