Teachers who continually experience behaviour problems in their classrooms may believe they are ineffective at working with children. Indeed, student misbehaviour is often identified as the main cause of teacher stress. Strategies designed to increase teacher rates of approval in their class have been shown to be effective in decreasing students’ inappropriate behaviours. In this investigation, a group of Italian primary school teachers took part in a brief 2-h training programme aimed at increasing praise for appropriate behaviour. The programme included a feedback session about the pre-test data and a PowerPoint presentation. Data on pupils’ time on-task were collected. Furthermore, teachers’ job-satisfaction, self-efficacy, and their perceived use of a series of classroom management praxis were investigated through a questionnaire. Social validity data show the teachers within the experimental group to have been highly satisfied with the programme. From observations carried out before and after training, it was seen that changes in teachers’ use of feedback were accompanied by increased pupil on-task behaviour. The training did not produce any change in teachers’ job-satisfaction scores. Teachers’ self-efficacy scores and the frequency of praxis were significantly increased following the training. Implications for practice, limitations, and recommendations for future research are discussed.

The Effect of a Short Course on a Group of Italian Primary School Teachers’ Rates of Praise and Their Pupils’ On-Task Behaviour

Sulla F.
;
2023-01-01

Abstract

Teachers who continually experience behaviour problems in their classrooms may believe they are ineffective at working with children. Indeed, student misbehaviour is often identified as the main cause of teacher stress. Strategies designed to increase teacher rates of approval in their class have been shown to be effective in decreasing students’ inappropriate behaviours. In this investigation, a group of Italian primary school teachers took part in a brief 2-h training programme aimed at increasing praise for appropriate behaviour. The programme included a feedback session about the pre-test data and a PowerPoint presentation. Data on pupils’ time on-task were collected. Furthermore, teachers’ job-satisfaction, self-efficacy, and their perceived use of a series of classroom management praxis were investigated through a questionnaire. Social validity data show the teachers within the experimental group to have been highly satisfied with the programme. From observations carried out before and after training, it was seen that changes in teachers’ use of feedback were accompanied by increased pupil on-task behaviour. The training did not produce any change in teachers’ job-satisfaction scores. Teachers’ self-efficacy scores and the frequency of praxis were significantly increased following the training. Implications for practice, limitations, and recommendations for future research are discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11369/428904
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