ABSTRACT

Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to “proximal classroom outcomes” (e.g., classroom emotional and managerial interactions between teachers and children) and teacher psychological factors (e.g., self-efficacy and stress) are still needed. This study assesses the efficacy of the IY-TCM program with Portuguese teachers of economically disadvantaged preschool children. Measures included a) classroom observation of teacher behaviors and b) teacher self-reports of their practices, confidence, self-efficacy, and job-related stress associated with inappropriate student behaviors. A wait-list randomized controlled study was conducted with 65 female Portuguese teachers reporting pre- and post-intervention assessments. Moderation analyses were conducted to explore differential benefits of teacher, classroom and children’s variables. Significant differences favoring intervention teachers were found in teacher reports of their classroom practices (positive and inappropriate). Observational findings showed a positive intervention effect on the use of labeled praise but not on other teacher classroom behaviors. Participating in the program did not impact the teachers’ confidence/self-efficacy and job-related stress. Moderation analysis were found to be non-significant. Practice or Policy: Providing the IY-TCM program to early childhood teachers can contribute to an increase of their reported use and usefulness of effective classroom management practices and their use of labeled praise, thus contributing to the quality of early childhood education across a population of children experiencing poverty.

摘要

研究成果：Incredible Years Teacher Classroom Management (IY-TCM) 计划在减少贫困儿童的行为问题和提高社交技能方面显示出功效。然而，仍然需要定量研究其与“近端课堂成果”（例如，教师与儿童之间的课堂情感和管理互动）和教师心理因素（例如，自我效能和压力）相关的有效性。本研究评估了 IY-TCM 计划与葡萄牙语教师对经济困难的学龄前儿童的效果。措施包括 a) 教师行为的课堂观察和 b) 教师自我报告他们的做法、信心、自我效能以及与不当学生行为相关的与工作相关的压力。一项等候名单随机对照研究由 65 名报告干预前后评估的葡萄牙女教师参与。进行调节分析以探索教师、班级和儿童变量的不同好处。在教师对课堂实践（积极和不适当）的报告中发现了有利于干预教师的显着差异。观察结果表明，对标签表扬的使用有积极的干预作用，但对其他教师课堂行为没有影响。参与该计划不会影响教师的信心/自我效能感和与工作相关的压力。发现适度分析不显着。课堂和孩子的变量。在教师对课堂实践（积极和不适当）的报告中发现了有利于干预教师的显着差异。观察结果表明，对标签表扬的使用有积极的干预作用，但对其他教师课堂行为没有影响。参与该计划不会影响教师的信心/自我效能感和与工作相关的压力。发现适度分析不显着。课堂和孩子的变量。在教师对课堂实践（积极和不适当）的报告中发现了有利于干预教师的显着差异。观察结果表明，对标签表扬的使用有积极的干预作用，但对其他教师课堂行为没有影响。参与该计划不会影响教师的信心/自我效能感和与工作相关的压力。发现适度分析不显着。参与该计划不会影响教师的信心/自我效能感和与工作相关的压力。发现适度分析不显着。参与该计划不会影响教师的信心/自我效能感和与工作相关的压力。发现适度分析不显着。实践或政策：向幼儿教师提供 IY-TCM 计划可以有助于增加他们报告的有效课堂管理实践的使用和有用性以及他们对标签表扬的使用，从而有助于提高整个人群的幼儿教育质量。贫困儿童。