University of Missouri, Columbia, USA.
University of Missouri, Columbia, USA.
J Sch Psychol. 2019 Feb;72:134-149. doi: 10.1016/j.jsp.2018.12.008. Epub 2019 Feb 4.
Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes. In the present study, teachers in an urban school district were randomly assigned to receive training in the Incredible Years Teacher Classroom Management program (IY TCM), a classroom management intervention. We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes - implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects on student outcomes were only found for teachers with initial high levels of affiliation.
尽管关于有效的课堂管理实践有越来越多的证据基础，但由于许多因素，教师对这些实践的实施情况有所不同。学校的组织健康是更广泛的社会环境的一个方面，有人假设它会影响干预措施的实施。然而，关于组织环境是否可以影响教师实施有效的干预措施，以及随后的课堂环境和学生成果，实证证据有限。在本研究中，城市学区的教师被随机分配接受“难以置信的岁月教师课堂管理计划”（IY TCM）的培训，这是一种课堂管理干预措施。我们研究了教师对学校环境的看法如何调节先前确定的治疗结果（有效课堂方法的实施、学生的社会行为、情绪调节和社会能力）的干预效果。结果表明，教师对学校的归属感会调节治疗效果对教师实施和学生成果的影响。具体来说，只有当教师对初始教师归属感的看法较低或平均时，有效课堂管理策略的实施才会出现主要效果；而对于初始归属感较高的教师，仅发现对学生成果的主要影响。
