Professional Development Model Improves Teacher Self-Efficacy Through Increased Behavior Management Strategies

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-4 - Self-Efficacy in Professional Development

Abstract

Many students are removed from their classrooms due to exclusionary discipline practices, especially children with disabilities, Black and Hispanic youth, and children living in poverty. Teacher's increased classroom management skills are related to decreased punitive measures. Therefore, professional development models that increase behavior management skills have the ability to decrease exclusionary discipline practices. The current study found increased teacher self-efficacy in managing behavior, an important first step in improving classrooms, after a professional development intervention focused on behavior management in high-need schools in New York City. Findings are discussed in terms of implications for creating safe schools through professional development focused on behavior management.

Authors

• Rachel M Flynn, New York University

• Lisa Tazartes, Ramapo for Children