The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes

Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The Incredible Years Teacher Classroom Management (TCM) programme aims to promote socio-emotional child development, improve teacher-student relationships, and build stronger home-school links. Previous research suggests that the TCM programme leads to positive outcomes for children and teachers, but few independent studies have examined this programme outside the United States where it was developed. Fewer still have explored the experiences of those involved (both directly and indirectly) with TCM training or how participation on this programme can change the way teachers view, and engage in, classroom management. Objective: The aim of this study was to explore the experiences of all key stakeholders involved with delivery and receipt of the TCM programme in Ireland. Specifically, it purported to document the perceptions of teachers and school principals regarding behaviour management, and to examine the process of programme delivery from the perspectives of teachers and the TCM delivery team. Short- and longer-term analyses of both qualitative and quantitative data were used to examine aspects of programme delivery and its overall impact. Method: This mixed method process evaluation was nested within a randomised controlled trial of the TCM programme, one of the few independent stand-alone replications conducted to date. Data were collected over an 18-month period using a number of methods including in-depth interviews with key stakeholders (teachers, principals, and programme delivery team) (n = 23) classroom observations (n = 22), and self-report questionnaires (n = 11). Interview data were analysed using Framework Analysis, whilst quantitative data were subjected to a series of factorial and one-way repeated measures ANOVAs. Results: At baseline, teachers and principals experienced a range of challenging behaviours in school, which were managed with varying success. Post-training, teachers reported a high degree of satisfaction with the TCM programme, although some of the learning tools used were not regarded as helpful. Training was seen as beneficial in a number of ways, particularly by providing a new approach to classroom management and creating opportunities for peer-sharing and collaboration. The qualitative analysis suggested that the TCM programme reduced isolation, and empowered teachers by increasing self-efficacy and providing practical management tools. The frequency of teachers’ negative management strategies was significantly reduced, and their positive management strategies significantly increased. However, there was no significant change in their use of praise. Longitudinally, both the qualitative and quantitative analyses show that benefits to teachers, children, and classrooms were maintained and became embedded into routine practice. Conclusions: This study represents an original contribution to knowledge about the process of TCM programme implementation and participation. The findings have important implications for the applicability and utility of the TCM programme within Irish primary schools. They underscore the important role of teachers in fostering child socio-emotional development, and the need to support them in this frequently challenging responsibility. The findings suggest that the TCM programme provides an effective and acceptable continuing professional development programme for teachers, and that early investment in such programmes may reap considerable rewards in the longer term for both teachers and students alike

The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes

Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The Incredible Years Teacher Classroom Management (TCM) programme aims to promote socio-emotional child development, improve teacher-student relationships, and build stronger home-school links. Previous research suggests that the TCM programme leads to positive outcomes for children and teachers, but few independent studies have examined this programme outside the United States where it was developed. Fewer still have explored the experiences of those involved (both directly and indirectly) with TCM training or how participation on this programme can change the way teachers view, and engage in, classroom management. Objective: The aim of this study was to explore the experiences of all key stakeholders involved with delivery and receipt of the TCM programme in Ireland. Specifically, it purported to document the perceptions of teachers and school principals regarding behaviour management, and to examine the process of programme delivery from the perspectives of teachers and the TCM delivery team. Short- and longer-term analyses of both qualitative and quantitative data were used to examine aspects of programme delivery and its overall impact. Method: This mixed method process evaluation was nested within a randomised controlled trial of the TCM programme, one of the few independent stand-alone replications conducted to date. Data were collected over an 18-month period using a number of methods including in-depth interviews with key stakeholders (teachers, principals, and programme delivery team) (n = 23) classroom observations (n = 22), and self-report questionnaires (n = 11). Interview data were analysed using Framework Analysis, whilst quantitative data were subjected to a series of factorial and one-way repeated measures ANOVAs. Results: At baseline, teachers and principals experienced a range of challenging behaviours in school, which were managed with varying success. Post-training, teachers reported a high degree of satisfaction with the TCM programme, although some of the learning tools used were not regarded as helpful. Training was seen as beneficial in a number of ways, particularly by providing a new approach to classroom management and creating opportunities for peer-sharing and collaboration. The qualitative analysis suggested that the TCM programme reduced isolation, and empowered teachers by increasing self-efficacy and providing practical management tools. The frequency of teachers’ negative management strategies was significantly reduced, and their positive management strategies significantly increased. However, there was no significant change in their use of praise. Longitudinally, both the qualitative and quantitative analyses show that benefits to teachers, children, and classrooms were maintained and became embedded into routine practice. Conclusions: This study represents an original contribution to knowledge about the process of TCM programme implementation and participation. The findings have important implications for the applicability and utility of the TCM programme within Irish primary schools. They underscore the important role of teachers in fostering child socio-emotional development, and the need to support them in this frequently challenging responsibility. The findings suggest that the TCM programme provides an effective and acceptable continuing professional development programme for teachers, and that early investment in such programmes may reap considerable rewards in the longer term for both teachers and students alike

Technology adoption in a hybrid learning environment:An action research study among university faculty in the UAE

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development

The effects of immigration and media influence on body image among Pakistani men

This study examined the role of media influence and immigration on body image among Pakistani men. Attitudes toward the body were compared between those living in Pakistan (n = 56) and those who had immigrated to the United Arab Emirates (n = 58). Results of a factorial analysis of variance demonstrated a significant main effect of immigrant status. Pakistani men living in the United Arab Emirates displayed poorer body image than those in the Pakistan sample. Results also indicated a second main effect of media influence.Those highly influenced by the media displayed poorer body image. No interaction effect was observed between immigrant status and media influence on body image. These findings suggest that media influence and immigration are among important risk factors for the development of negative body image among non-Western men. Interventions designed to address the negative effects of the media and immigration may be effective at reducing body image disorders and other related health problems in this population

The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes

Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The Incredible Years Teacher Classroom Management (TCM) programme aims to promote socio-emotional child development, improve teacher-student relationships, and build stronger home-school links. Previous research suggests that the TCM programme leads to positive outcomes for children and teachers, but few independent studies have examined this programme outside the United States where it was developed. Fewer still have explored the experiences of those involved (both directly and indirectly) with TCM training or how participation on this programme can change the way teachers view, and engage in, classroom management. Objective: The aim of this study was to explore the experiences of all key stakeholders involved with delivery and receipt of the TCM programme in Ireland. Specifically, it purported to document the perceptions of teachers and school principals regarding behaviour management, and to examine the process of programme delivery from the perspectives of teachers and the TCM delivery team. Short- and longer-term analyses of both qualitative and quantitative data were used to examine aspects of programme delivery and its overall impact. Method: This mixed method process evaluation was nested within a randomised controlled trial of the TCM programme, one of the few independent stand-alone replications conducted to date. Data were collected over an 18-month period using a number of methods including in-depth interviews with key stakeholders (teachers, principals, and programme delivery team) (n = 23) classroom observations (n = 22), and self-report questionnaires (n = 11). Interview data were analysed using Framework Analysis, whilst quantitative data were subjected to a series of factorial and one-way repeated measures ANOVAs. Results: At baseline, teachers and principals experienced a range of challenging behaviours in school, which were managed with varying success. Post-training, teachers reported a high degree of satisfaction with the TCM programme, although some of the learning tools used were not regarded as helpful. Training was seen as beneficial in a number of ways, particularly by providing a new approach to classroom management and creating opportunities for peer-sharing and collaboration. The qualitative analysis suggested that the TCM programme reduced isolation, and empowered teachers by increasing self-efficacy and providing practical management tools. The frequency of teachers’ negative management strategies was significantly reduced, and their positive management strategies significantly increased. However, there was no significant change in their use of praise. Longitudinally, both the qualitative and quantitative analyses show that benefits to teachers, children, and classrooms were maintained and became embedded into routine practice. Conclusions: This study represents an original contribution to knowledge about the process of TCM programme implementation and participation. The findings have important implications for the applicability and utility of the TCM programme within Irish primary schools. They underscore the important role of teachers in fostering child socio-emotional development, and the need to support them in this frequently challenging responsibility. The findings suggest that the TCM programme provides an effective and acceptable continuing professional development programme for teachers, and that early investment in such programmes may reap considerable rewards in the longer term for both teachers and students alike

The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes

Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The Incredible Years Teacher Classroom Management (TCM) programme aims to promote socio-emotional child development, improve teacher-student relationships, and build stronger home-school links. Previous research suggests that the TCM programme leads to positive outcomes for children and teachers, but few independent studies have examined this programme outside the United States where it was developed. Fewer still have explored the experiences of those involved (both directly and indirectly) with TCM training or how participation on this programme can change the way teachers view, and engage in, classroom management. Objective: The aim of this study was to explore the experiences of all key stakeholders involved with delivery and receipt of the TCM programme in Ireland. Specifically, it purported to document the perceptions of teachers and school principals regarding behaviour management, and to examine the process of programme delivery from the perspectives of teachers and the TCM delivery team. Short- and longer-term analyses of both qualitative and quantitative data were used to examine aspects of programme delivery and its overall impact. Method: This mixed method process evaluation was nested within a randomised controlled trial of the TCM programme, one of the few independent stand-alone replications conducted to date. Data were collected over an 18-month period using a number of methods including in-depth interviews with key stakeholders (teachers, principals, and programme delivery team) (n = 23) classroom observations (n = 22), and self-report questionnaires (n = 11). Interview data were analysed using Framework Analysis, whilst quantitative data were subjected to a series of factorial and one-way repeated measures ANOVAs. Results: At baseline, teachers and principals experienced a range of challenging behaviours in school, which were managed with varying success. Post-training, teachers reported a high degree of satisfaction with the TCM programme, although some of the learning tools used were not regarded as helpful. Training was seen as beneficial in a number of ways, particularly by providing a new approach to classroom management and creating opportunities for peer-sharing and collaboration. The qualitative analysis suggested that the TCM programme reduced isolation, and empowered teachers by increasing self-efficacy and providing practical management tools. The frequency of teachers’ negative management strategies was significantly reduced, and their positive management strategies significantly increased. However, there was no significant change in their use of praise. Longitudinally, both the qualitative and quantitative analyses show that benefits to teachers, children, and classrooms were maintained and became embedded into routine practice. Conclusions: This study represents an original contribution to knowledge about the process of TCM programme implementation and participation. The findings have important implications for the applicability and utility of the TCM programme within Irish primary schools. They underscore the important role of teachers in fostering child socio-emotional development, and the need to support them in this frequently challenging responsibility. The findings suggest that the TCM programme provides an effective and acceptable continuing professional development programme for teachers, and that early investment in such programmes may reap considerable rewards in the longer term for both teachers and students alike

The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes

Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The Incredible Years Teacher Classroom Management (TCM) programme aims to promote socio-emotional child development, improve teacher-student relationships, and build stronger home-school links. Previous research suggests that the TCM programme leads to positive outcomes for children and teachers, but few independent studies have examined this programme outside the United States where it was developed. Fewer still have explored the experiences of those involved (both directly and indirectly) with TCM training or how participation on this programme can change the way teachers view, and engage in, classroom management. Objective: The aim of this study was to explore the experiences of all key stakeholders involved with delivery and receipt of the TCM programme in Ireland. Specifically, it purported to document the perceptions of teachers and school principals regarding behaviour management, and to examine the process of programme delivery from the perspectives of teachers and the TCM delivery team. Short- and longer-term analyses of both qualitative and quantitative data were used to examine aspects of programme delivery and its overall impact. Method: This mixed method process evaluation was nested within a randomised controlled trial of the TCM programme, one of the few independent stand-alone replications conducted to date. Data were collected over an 18-month period using a number of methods including in-depth interviews with key stakeholders (teachers, principals, and programme delivery team) (n = 23) classroom observations (n = 22), and self-report questionnaires (n = 11). Interview data were analysed using Framework Analysis, whilst quantitative data were subjected to a series of factorial and one-way repeated measures ANOVAs. Results: At baseline, teachers and principals experienced a range of challenging behaviours in school, which were managed with varying success. Post-training, teachers reported a high degree of satisfaction with the TCM programme, although some of the learning tools used were not regarded as helpful. Training was seen as beneficial in a number of ways, particularly by providing a new approach to classroom management and creating opportunities for peer-sharing and collaboration. The qualitative analysis suggested that the TCM programme reduced isolation, and empowered teachers by increasing self-efficacy and providing practical management tools. The frequency of teachers’ negative management strategies was significantly reduced, and their positive management strategies significantly increased. However, there was no significant change in their use of praise. Longitudinally, both the qualitative and quantitative analyses show that benefits to teachers, children, and classrooms were maintained and became embedded into routine practice. Conclusions: This study represents an original contribution to knowledge about the process of TCM programme implementation and participation. The findings have important implications for the applicability and utility of the TCM programme within Irish primary schools. They underscore the important role of teachers in fostering child socio-emotional development, and the need to support them in this frequently challenging responsibility. The findings suggest that the TCM programme provides an effective and acceptable continuing professional development programme for teachers, and that early investment in such programmes may reap considerable rewards in the longer term for both teachers and students alike