LITERATURE REVIEW

Classroom Behaviour Management has always been at the forefront of educational research. A

search on the educational database ERIC shows resources spanning from 1915 to 2016, demonstrating

the ongoing need for research on this topic. The present literature review aims to summarise empirical

research in classroom behaviour management, highlighting teacher perceptions on this topic. The

current review will expose the major themes within the topic of classroom behaviour management

through investigating its perceived importance within a teachers classroom environment.

Research conducted by McCready and Soloway (2010) analyses teacher perceptions of the

behaviour of students in inner city schools in Toronto, Ontario, Canada. McCready and Soloway (2010)

interviewed approximately 50 teachers involved in the middle school program from schools in the area

to determine their perceptions on student behaviour. The middle school program provided funding to

underprivileged schools with students from low socio-demographic areas. McCready and Soloway

(2010) suggest that teachers can develop new competencies in challenging student behaviour through

working collaboratively with their fellow teachers. The results of this research indicate that teachers

believed that the most successful way to effective classroom behaviour management was through

building trusting relationship with students; the researchers described the trusting relationship

between teachers and students as the foundation of any effective approach to classroom

management (McCready & Soloway, 2010, p.121). As indicated by research conducted by McCready

and Soloway (2010), central to teacher improvement of classroom behaviour management is the

theme of collaboration with fellow teachers. Continued Professional Development is also identified as

being integral in improving classroom behaviour management.

 Whilst Professional Development is necessary for continued teacher improvement, it is integral

to have high quality preservice teacher education. The perceived importance of classroom behaviour

management has been researched among pre-service teachers, with the article by Butler and Monda-

Amaya (2016) aiming to determine the perception of pre-service teachers towards challenging

behaviours. Through the use of survey questionnaires, Butler and Monda-Amaya (2016) investigated

teacher and student reactions to challenging behaviour situations, alternative teacher reactions to

dealing with these situations, perceptions on how they might be affected themselves by these sorts of

situations in their future positions and their perceptions on challenging behaviour in the classroom.

Responses revealed the importance of preservice teachers receiving adequate training in behaviour

management techniques.

The importance of professional development and preservice teacher training in adequate

behaviour management techniques has been central to the current literature. Arbuckle and Little

(2004) provide further support to this notion by suggesting that it is paramount to develop practical

classroom management solutions and effectively communicate them to teachers (p.69). Through

investigating middle year teachers perceptions and management of disruptive or misbehaviour in

their own classroom environments, Arbuckle and Little (2004) found that teachers perceived male

students to be more likely to be disruptive or misbehave than their female counterparts. Furthermore,

it was perceived that behavioural problems from primary to secondary school increased amongst male

students. It was also found that teacher confidence and success in their classroom behaviour

management abilities were relative to the behaviour management strategies that were adopted

(Arbuckle & Little, 2004).

 Johansen, Little & Akin-Little (2011) continue with the theme of teacher perceptions of classroom

behaviour management. They conducted research into teacher perceptions on the cause of behaviour

problems and the effectiveness of positive behaviour interventions. By surveying teachers, it was

revealed that teachers perceived behavioural problems at school to be the result of outside factors

such as home circumstances or parenting (Johansen, Little & Akin-Little, 2011). Additionally, it was

revealed that teachers believed problem behaviours could be controlled by the student and changed

over time. The researchers have identified the importance of formal training and ongoing professional

development in classroom behaviour management; teacher perceptions regarding classroom

behaviour management demonstrate a consensus that amongst teachers that preparation and

continued professional development for the improvement of classroom behaviour management is

inadequate (Johansen, Little & Akin-Little, 2011).

Research conducted by Atici (2007) also looks at teacher perceptions in relation to classroom

behaviour management, but through the lens of preservice teachers. Nine student teachers were

interviewed at the start and end of their teacher training. These interviews showed that student

teachers tend to use preventive, positive and less intrusive methods, such as non- verbal messages,

warning, positive reinforcement, and involving students in instructional activities to manage student

behaviour (Atici, 2007 p.25). The researchers did note the need for better teacher education

regarding classroom behaviour management strategies, a theme that has occurred throughout the

majority of the articles analysed in this literature review.

 Throughout the current literature there is a recurring theme suggesting the importance of high

quality preservice teacher education. In order to improve training for pre-service teachers, Dutton

Tillery et al. (2010) interviewed kindergarten and first grade teachers on their perspective on student

behaviour, behaviour management and intervention strategies. Responses to the interview questions

revealed the importance of early intervention for behaviour at this stage of schooling (Dutton Tillery et

al., 2010). The results of this research provide strong, qualitative data that makes several

contributions to the research concerning the management strategies for positive and negative

behavior used by teachers of young children (Dutton Tillery et al., 2010, p.97). This research provides

additional support to the common theme of professional development and teacher education in

behaviour management strategies.

The article by Akin, Yldrm and Goodwin (2016) analyses behaviour management strategies

being put into practice. The article contains research into Turkish teachers perceptions on classroom

management, problems they may have experienced, what factors may cause these problems and their

own classroom management practices. The authors of this article provide clear evidence of the link

between effective teaching and good classroom management, however they also point out the

difficulties faced by teachers in this area. Through undertaking semi-structured interviews with 15

teachers, the researchers found that teachers use physical environment practices, planning

practices, time management practices, relationship management practices, and behavior management

practices to establish and maintain an effective classroom management system (Akin, Yldrm and

Goodwin, 2016, p.790). Again, the study speaks of the importance of both pre-service and in-service

teacher education in classroom behaviour management.

 Alternatively, Reynolds, Stephenson and Beaman (2011) aimed to find out the views of teachers

regarding non-compliant behaviour and its effects on classroom behaviour management. With most of

the research regarding problematic student behaviour having taken place in urban schools, the authors

of this paper have identified the need for research to be undertaken regarding schools in rural areas.

The results showed that the figures for non-compliant behaviour are relatively the same when it comes

to schools in urban or rural areas. However, the authors go on to discuss how support for non-

compliant behaviours is more readily accessible in urban schools compared to rural schools (Reynolds,

et al, 2011). Overall, this article provides an in-depth analysis of teacher perceptions of student non-

compliant behaviour, its regularity and the effect it has on classroom management.

In conclusion, the importance of Classroom Behaviour Management for effective teaching cannot

be underestimated. Research in the field shows the overwhelming need for better initial teacher

education in behaviour management skills, along with ongoing professional development for teachers

to further develop and improve their skills. Through undertaking research into teacher perceptions

regarding classroom behaviour management, these articles gave a strong insight into teacher thoughts

and opinions regarding the importance of classroom behaviour management and how it can affect

their classroom environment.

 DATA COLLECTION PROTOCOL EXPLANATION

When undertaking interviews for academic research, a more reliable data collection protocol

will provide better quality data for the research being undertaken (Castillo-Montoya, 2016, p.3). The

following report will explain how my data collection protocol for the project Classroom Behaviour

Management- Teacher perceptions on how competency in student behaviour management can affect

their classroom environment was designed, how it relates to my literature review and how it will

contribute to understanding our groups overall topic of Classroom Behaviour Management.

When designing my data collection protocol, I used a template from the Stanford Institute

for Higher Education Research (2003). This template provided me with the platform from which to

further edit and design my own unique interview data collection protocol suited to my groups study on

Classroom Behaviour Management. Further resources such as Preparing for Interview Research: The

Interview Protocol Refinement Framework (Castillo-Montoya, 2016) and others helped me to further

refine my data collection protocol. To design the questions for my interview, I wanted to focus on the

following ideas-

Teachers own experiences and thoughts on Classroom Behaviour Management

Theories/models/approaches that they may use,

How they thought Classroom Behaviour Management affected their classroom

environment

From this list, I was able to come up with 10 questions that I believed would be a good starting

point from which to engage current secondary teachers in their thoughts on Classroom Behaviour

Management.
 My data collection protocol relates to my literature review in that the use of interviews and

survey questionnaires are common throughout the resources in my literature review. For example, in

the article Teachers' perceptions of challenging student behaviours in model inner city schools

(McCready and Soloway, 2010), the researchers conducted group and individual interviews with 50

teachers, providing the researchers with a wealth of data. Both of these methods of data collection are

similar, however an interview is more personal, providing the opportunity for clear interviewee

thoughts and opinions (Harrell and Bradley, 2009). For this reason I chose to do interviews, as I believe

they will give me a deeper understanding of teacher perceptions.

At the forefront of the implementation Classroom Behaviour Management is teacher

administration of the behaviour management techniques and the students response to the behaviour

management techniques. Therefore, teachers must be properly informed and trained for the

successful implementation of Classroom Behaviour Management. My form of data collection will

involve interviewing current secondary school teachers, gaining information from them about their

thoughts on classroom behaviour management. Therefore I believe my data collection protocol will

strongly contribute to the groups overall topic of Classroom Behaviour Management as the data I

collect will be invaluable in providing first hand information from those at the forefront of Classroom

Behaviour Management.

In conclusion, the data collection protocol for my research topic Classroom Behaviour

Management- Teacher perceptions on how competency in student behaviour management can affect
their classroom environment was designed in order to meet the requirements of a correct academic

research interview process. Interviews are prevalent throughout the resources in my literature review,

meaning that this interview data collection protocol relates to my research. I also explained how it will

contribute to understanding our groups overall topic of Classroom Behaviour Management through

providing a valuable insight into teacher perceptions surrounding our topic.

Dear Potential Participant:

I am working on a project titled Classroom Behaviour Management- Teacher perceptions on the importance of
Classroom Behaviour Management for their classroom environment. for the class, Researching Teaching and
Learning 2, at Western Sydney University. As part of the project, I am collecting information to help inform the
design of a teacher research proposal.

The topic that I am researching pertains to how a Teachers competency in the area of behaviour management can
affect their classroom environment. By interviewing current school teachers, I hope to learn their thoughts on
how teacher competency in behaviour management can affect their classroom environment.

Interviewee Consent-

By signing this form I acknowledge that:

I have read the project information and have been given the opportunity to discuss the information and my
involvement in the project with the researcher/s.
The procedures required for the project and the time involved has been explained to me, and any questions
I have about the project have been answered to my satisfaction.
I consent to being interviewed about the relevant topic
I understand that my involvement is confidential and that the information gained during this data collection
experience will only be reported within the confines of the Researching Teaching and Learning 2 unit, and that
all personal details will be de-identified from the data.
I understand that I can withdraw from the project at any time, without affecting my relationship with the
researcher/s, now or in the future.
I agree for the interview to be recorded for the purpose of transcribing, with the recording to be destroyed
when this is complete.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student who is 17
years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

INTERVIEW PROTOCOL
INSTITUTIONS INVOLVED: ________________________________________________
_____________________________________________________________________
INTERVIEWEE: _________________________________________________________
_____________________________________________________________________
INTERVIEWER: _________________________________________________________
_____________________________________________________________________
TOPIC/S DISCUSSED: ____________________________________________________
_____________________________________________________________________
DOCUMENTS/RECORDS OBTAINED: ________________________________________
_____________________________________________________________________

INTRODUCTION TO INTERVIEW: Thank you for agreeing to take part in todays interview.
You have been identified to speak with us today, as you are a current secondary teacher in
the N.S.W school system. We believe you can provide valuable insight into how a teachers
competence in behaviour management affects the classroom environment, specifically
student academic achievement, student direction and student and teacher
happiness/satisfaction. This study does not wish to evaluate you as a teacher, only to gather
information in order to improve understanding on the relevant topic. This interview has
been planned to last no longer than 30 minutes. During this time we would like as much
information as possible, however if the time is running short the interviewer may interrupt
you to complete the questions. During the interview, the interviewee will be taking notes
regarding the conversation. To help with note taking, the interview will also be recorded as
discussed on the consent form. This recording will be destroyed once the relevant
information has been transcribed. All of the information obtained today will be treated in a
fully confidential matter and used solely by those involved in the research project. Your
name will be changed for the research report to ensure anonymity. Your participation in this
interview is voluntary and if at any time you do not wish for the interview to continue you
may request it to be terminated and the audio deleted. You may also withdraw your
information from the research project at any time.
About the interviewee
How long have you been a teacher?
How long have you been at this school/in your present position?

What geographical areas have you taught in?

Behaviour Management
What does the term behaviour management mean to you?

Can you name some theories/models/approaches that you use/are used in your school for
student behaviour management?

Do you believe that universities and professional learning opportunities are doing enough to
educate teachers about student behaviour management theories/models/approaches and
how they can be used in a practical sense?
Tell me about your own experiences of student behaviour management in the classroom.

How do you think student behaviour management can affect a classroom environment?
(Prompts if needed-academic achievement, student self direction, student and teacher
happiness/satisfaction, student self efficacy)
Can you give us a positive or negative anecdote regarding student behaviour management in
the classroom?

What sort of approach do you think works best for student behaviour management? Why?
 References

Akn, S., Yldrm, A., & Goodwin, A. L. (2016). Classroom Management through the Eyes of

Elementary Teachers in Turkey: A Phenomenological Study. Educational Sciences:

Theory & Practice, 16(3), 771-797. doi:10.12738/estp.2016.3.0376

Arbuckle, C., & Little, E. (2004). Teachers Perceptions and Management of Disruptive

Classroom Behaviour During the Middle Years (years five to nine). Australian Journal

of Educational & Developmental Psychology, 4, 59-70. Retrieved from

http://files.eric.ed.gov/fulltext/EJ815553.pdf

Atici, M. (2007). A smallscale study on student teachers' perceptions of classroom

management and methods for dealing with misbehaviour. Emotional and

Behavioural Difficulties, 12(1), 15-27. doi:10.1080/13632750601135881

Butler, A., & Monda-Amaya, L. (2016). Preservice Teachers Perceptions of Challenging

Behavior. Teacher Education and Special Education, 39(4), 276-292.

doi:10.1177/0888406416654212

Castillo-Montoya, M. (2016). Preparing for Interview Research: The Interview Protocol

Refinement Framework. The Qualitative Report, 21(5). Retrieved from

http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2337&context=tqr

Dutton Tillery, A., Varjas, K., Meyers, J., & Collins, A. S. (2010). General Education Teachers'

Perceptions of Behavior Management and Intervention Strategies. Journal of

Positive Behavior Interventions, 12(2), 86-102. doi:10.1177/1098300708330879

Harrell, M. C., & Bradley, M. A. (2009). Data Collection Methods: Semi-Structured

Interviews and Focus Groups. Retrieved from

http://www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR71

8.pdf

Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers

Attributions and Perceptions of Behaviour, Classroom Management, and the Level

 of Formal Teacher Training Received in Behaviour Management. Kairaranga, 12(2).

Retrieved from http://files.eric.ed.gov/fulltext/EJ954698.pdf

McCready, L. T., & Soloway, G. B. (2010). Teachers' perceptions of challenging student

behaviours in model inner city schools. Emotional and Behavioural

Difficulties, 15(2), 111-123. doi:10.1080/13632752.2010.480883

Reynolds, K., Stephenson, J., & Beaman, R. (2011). Teacher Perceptions of Non-Compliance

in Rural Primary Schools in New South Wales. Education in Rural Australia, 21(2),

105-124. doi:1036-0026

Stanford Institute for Higher Education Research. (2003). NCPI Student Assessment Toolkit.

Retrieved from

https://web.stanford.edu/group/ncpi/unspecified/student_assess_toolkit/sampleIn

terviewProtocol.html