How and Why Do Teachers Make Decisions Regarding Classroom Management Practices?

• In Event: Analyzing Policies and Supporting Teachers in Selecting and Implementing Proactive Classroom Management Strategies

Abstract

Challenging behavior can have negative consequences for both educators and students. Effective behavior management strategies can improve student behavior, but many teachers are not implementing them with fidelity. More is needed to understand why teachers choose specific resources and what influences them to implement those practices. The purpose of this qualitative study is to understand where teachers are going for behavior management practices, why they choose to implement certain practices, and what influences them to continue implementing them. By understanding how and why teachers make decisions regarding behavior management practices, researchers may be able to more effectively disseminate evidence-based practices to increase the likelihood that teachers will implement them, which may ultimately lead to improved student outcomes.

Authors

• Lydia Beahm, Clemson University

• Cynthia C.M. Deaton, Clemson University