Profiles of teachers and classroom management styles

SUMMARY

The article investigates the various classroom management strategies used by teachers, focusing on their effects on school climate and professional characteristics. It examines the direct associations between teachers' behavior management techniques (punitive, positive, and social-emotional learning (SEL)) and perceived school climate, using a sample of K-12 teachers.

The study addresses three key questions:

What are the direct associations between teachers' perceived school climate, professional characteristics, and their use of behavior management techniques?

What profiles of teachers' classroom management style emerge through latent profile analysis (LPA)?

How are teachers' perceived school climate and professional characteristics associated with their membership in these profiles?

Methodology:

The study utilized surveys from 111 K-12 teachers in an urban public charter school district. The researchers employed hierarchical regression analyses and multinomial logistic regression to explore associations and latent profile analysis to identify distinct management styles.

Findings:

Three distinct profiles of classroom management styles were identified:

Moderate Proactive Profile: Characterized by frequent use of positive strategies and SEL techniques, and infrequent use of punitive strategies.

Moderate Reactive/Proactive Profile: Characterized by moderate use of both punitive and positive strategies, with slightly lower use of SEL techniques.

High Proactive Profile: Characterized by very frequent use of positive strategies and SEL techniques, and very infrequent use of punitive strategies.

Associations with School Climate and Professional Characteristics:

Teachers’ perceptions of a positive school climate were linked to higher use of positive and SEL techniques and lower use of punitive techniques.

Professional characteristics, such as degree level and years of experience, showed varying associations with behaviour management techniques. For instance, more experienced teachers tended to use more positive and SEL strategies compared to less experienced teachers.

Teachers in elementary schools were more likely to use positive and SEL techniques than those in secondary schools.

IMPLICATIONS OF THE FINDINGS

Here are the key implications of the findings:

Implications:

1.  Enhanced Understanding of Classroom Management Styles:

The identification of three distinct profiles of classroom management styles— Moderate Proactive, Moderate Reactive/Proactive, and High Proactive—offers a

nuanced understanding of how different strategies are employed by teachers. This differentiation is crucial for tailoring professional development programs to meet the specific needs of teachers based on their management styles.

2.  Promotion of Positive and SEL Techniques:

The findings highlight the effectiveness of proactive approaches, including positive strategies and social-emotional learning (SEL) techniques, over punitive strategies. Schools and educators are encouraged to prioritize these proactive methods to foster a healthier and more supportive school climate, which in turn can lead to better student outcomes in terms of behavior, social skills, and academic performance.

3.  Impact on School Climate:

The study underscores the significant role of teachers' behavior management techniques in shaping the perceived school climate. Positive and SEL techniques contribute to a more favorable school climate, which is associated with a range of benefits, including reduced behavior problems and improved student engagement.

4.  Guidance for Professional Development:

The identification of specific profiles can inform the design of targeted professional development and consultation services for teachers. For instance, teachers with a Moderate Reactive/Proactive profile might benefit from training that emphasizes reducing reliance on punitive measures and increasing the use of positive and SEL strategies. Personalized professional development can lead to more effective classroom management and better educational outcomes.

5.  Support for School Psychologists:

The study provides valuable insights for school psychologists who work with teachers to improve classroom management practices. Understanding the different profiles and their associated characteristics can help school psychologists offer more effective support and interventions tailored to individual teachers' needs.

Overall, the findings from this study provide a roadmap for educators, school administrators, and policymakers to enhance classroom management practices, improve school climate, and ultimately foster better educational outcomes for students.

Article Title: Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Authors: Kelly N. Clark, Madeline S. Blocker, Oceann S. Gittens, Anna C.J. Long

Journal: Journal of School Psychology                                         Publication Year: 2023