Knowledge, Application, and Self-Efficacy in Implementing Behavior Management Strategies: A Brief Report on Preliminary Findings From Secondary Data

Stacy N. McGuire, Yan Xia, Hedda Meadan

Research output: Contribution to journalArticlepeer-review

Abstract

Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing behaviors. There is little understanding as to the differences in elementary general education teachers’ knowledge, application, and self-efficacy in applying evidence-based behavior management strategies between preservice teachers, first-year teachers, second-year teachers, and third-year teachers. The purpose of this preliminary secondary data analysis was to examine differences in elementary general education teacher knowledge, application, and self-efficacy in evidence-based behavior management strategies from preservice to induction phase teaching. Results indicated third-year teachers had significantly less behavior management knowledge than preservice teachers. All other results were nonsignificant; however, there were practical differences when comparing the four groups on the knowledge and application measures. Implications for findings indicate the need for induction programs to focus on evidence-based behavior management strategies to support the development of behavior management for induction phase elementary education teachers as they progress through their first 3 years of teaching.

Original languageEnglish (US)
JournalBehavioral Disorders
DOIs
StateE-pub ahead of print - Feb 13 2024

Keywords

  • behavior management
  • induction phase teachers
  • novice teachers
  • secondary data analysis

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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