A mixed-methods analysis of elementary school teachers’ use of behavior management strategies across grade levels

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Education, Schooling

Abstract

The daily occurrence of misbehaviors in the classroom setting results in negative outcomes for teachers, students, and school climates at large. Classroom misbehaviors, or disruptions, reported by teachers include unresponsiveness, tantrums, eloping, bullying, verbal abuse and physical violence towards others (Breaking Bad Behavior, 2019). The negative outcomes of such problematic behaviors include reduced instructional time (Sawka et al., 2002), lower academic performance among students (Stronge et al., 2011), teacher dissatisfaction and burnout, and worsened student-teacher relationships (Brouwers & Tomic, 2000; Aldrup et al., 2018). While teachers are the predominant individuals who hold the responsibility of addressing misbehaviors in the classroom, a number of teachers do not feel they have been properly trained to resolve classroom disruptions due to student misbehavior (Jones, 2006; Oliver & Reschly, 2007; Christofferson & Sullivan, 2015). Lack of teacher knowledge of successful behavior management strategies is an urgent issue to address given student misbehaviors are one of the leading causes of disruption to instruction (Sawka et al., 2002).

This study seeks to answer the following research questions, using mixed methodology: 1. What informs elementary school teachers’ selections of strategies to assist students in overcoming behavioral challenges in the classroom and which do they report as being most effective? 2. Where do elementary school teachers access information and professional development to inform their behavior management strategies and how do teachers perceive their training and competency? 3. How do teachers’ behavior management strategies and interpretations of children’s behavioral struggles vary from kindergarten through fifth grade?

Semi-structured interviews were conducted with 19 public school teachers (6 kindergarten, 6 third grade, and 7 fifth grade; 89.5% female; 100% white; 78.9% taught for 10 or more years); researchers agreed that interview saturation was reached. Data collection occurred after the onset of quarantine conditions (Spring 2020) and for this reason, interviews were completed and recorded using the Cisco Webex Meeting Platform. While teachers were asked to reflect on their behavior management prior to online learning, a specific set of questions did address the transition of behavior management to online learning methods. Each interview recording was transcribed verbatim, deidentified, and uploaded into the qualitative data software, NVivo 12. Data will be coded abductively, analyzing the transcripts in relation to literature and developmental theory but with the intention of discovering surprising findings (Timmermans & Tavory, 2012). Both theory-driven and data-driven codes will be produced using an iterative, open-coding process (DeCuir-Gunby et al., 2011). All coding will be discussed with the research team, to ensure the coding is sensible and reflects the data; additionally, researchers will take a reflexive approach.

In addition, each teacher completed a Qualtrics survey (an adaption of the Incredible Years Teacher Classroom Management Strategies Questionnaire) following their interview. Teachers reported on their frequency of use of a series of classroom management strategies, as well as their perceived effectiveness of each strategy. These data will be analyzed to identify patterns in use and reported effectiveness of various classroom management strategies and will inform additional analyses of the qualitative data.

Authors

• Alexandria J Tomkunas, University of Connecticut
  Presenting Author

• Mackenzie Wink, University of Connecticut
  Non-Presenting Author

• Maria D. LaRusso, University of Connecticut
  Non-Presenting Author