NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ815626
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1446-5442
The Paradox of Teacher Professional Development Programs for Behaviour Management: Comparing Program Satisfaction alongside Changes in Behaviour Management Practices
Giallo, Rebecca; Hayes, Louise
Australian Journal of Educational & Developmental Psychology, v7 p108-119 2007
A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in teachers' use of positive strategies for female students. Change in teachers' use of punishment was in the expected direction, with insufficient power to produce statistical significance. Juxtaposed to high teacher self-reported satisfaction are objective pre and post data for a small group of very difficult students who showed no change in disruptive behaviour. This study found that teacher satisfaction ratings are a poor indicator of change in the classroom and argues that professional development for teachers must incorporate objective measures of child behaviour. (Contains 2 tables and 1 figure.)
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia