Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics

This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items;...

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Bibliographic Details
Published in:McGill journal of education 2022-01, Vol.57 (2), p.136-159
Main Authors: Nadeau, Marie-France, Massé, Line, Lagacé-Leblanc, Jeanne, Verret, Claudia, Gaudreau, Nancy
Format: Article
Language:English
Subjects:
Behavior
Behavior Modification
Classroom Techniques
Classrooms
Educational Environment
Educational Objectives
Elementary School Teachers
Evidence-based practice
Foreign Countries
Inclusive education
Learning
Preservice Teachers
Prosocial Behavior
Questionnaires
School environment
Special education
Special education teachers
Student Behavior
Students
Teacher Characteristics
Teaching
Teaching Methods
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Summary:This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.
ISSN:0024-9033
1916-0666
1916-0666
DOI:10.7202/1106312ar