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Screencast-Delivered Professional Development Targeting Teachers’ Self-Efficacy and Beginning-of-the-Year Classroom Management Practices

Published online by Cambridge University Press:  30 March 2020

Justin D. Garwood  and
Alene H. Harris
Justin D. Garwood*
Affiliation:
University of Vermont, USA
Alene H. Harris
Affiliation:
Ready to Teach, LLC, USA
*
*Corresponding author. Email: justin.garwood@uvm.edu
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Abstract

Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.

Keywords

behaviour managementclassroom managementself-efficacyprofessional developmentfidelity of implementation
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 44 , Issue 1 , July 2020 , pp. 60 - 72
Copyright
© The Author(s) 2020

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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