Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
dc.contributor.author | Allen, K | |
dc.contributor.author | Hansford, L | |
dc.contributor.author | Hayes, R | |
dc.contributor.author | Longdon, B | |
dc.contributor.author | Allwood, M | |
dc.contributor.author | Price, A | |
dc.contributor.author | Byford, S | |
dc.contributor.author | Norwich, B | |
dc.contributor.author | Ford, T | |
dc.date.accessioned | 2022-03-04T09:55:45Z | |
dc.date.issued | 2022-03-11 | |
dc.date.updated | 2022-03-04T09:34:57Z | |
dc.description.abstract | Background The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health, however few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation. Aims In this paper we examine the acceptability of the full six-day TCM programme and teachers’ perceived barriers and facilitators to implementation in the English (UK) primary school context. Sample Forty-four English (UK) primary school teachers who attended the TCM programme as part of the STARS trial. Methods We completed focus groups and telephone interviews with participating teachers two months after they completed the TCM programme. Thematic analysis was used to examine the data, and a framework approach was applied to organise and summarise themes. Results Teachers liked the structure of the course, the peer group learning environment, delivery methods, and the opportunity to reflect outside the classroom on their practice. They reported that the video clips used lacked cultural relevance and highlighted the importance of group leadership style. Perceived facilitators to implementation included an understanding of the theory underpinning TCM and adaptability of the TCM strategies. Barriers included perceived gaps in the course content in relation to challenging behaviour, applying strategies with older children and the school context within which teachers were working. Conclusion Our findings suggest high levels of acceptability to TCM overall, but also highlight the need for a whole school approach to combat potential barriers to implementation. | en_GB |
dc.description.sponsorship | National Institute for Health Research (NIHR) | en_GB |
dc.identifier.citation | Published online 11 March 2022 | en_GB |
dc.identifier.doi | 10.1111/bjep.12493 | |
dc.identifier.grantnumber | 10/3006/07 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/128932 | |
dc.identifier | ORCID: 0000-0002-0870-7209 (Allen, Katy) | |
dc.language.iso | en | en_GB |
dc.publisher | Wiley / British Psychological Society | en_GB |
dc.rights | © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. | |
dc.subject | teacher classroom management | en_GB |
dc.subject | incredible years | en_GB |
dc.subject | primary school | en_GB |
dc.subject | qualitative | en_GB |
dc.subject | acceptability | en_GB |
dc.subject | implementation | en_GB |
dc.title | Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2022-03-04T09:55:45Z | |
dc.identifier.issn | 0007-0998 | |
dc.description | This is the final version. Available on open access from Wiley via the DOI in this record | en_GB |
dc.description | Data availability statement: Ethical approval for the current study did not grant the sharing of data and therefore, research data are not shared. | en_GB |
dc.identifier.eissn | 2044-8279 | |
dc.identifier.journal | British Journal of Educational Psychology | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2022-02-21 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2022-02-21 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2022-03-04T09:35:02Z | |
refterms.versionFCD | AM | |
refterms.dateFOA | 2022-03-18T15:49:54Z | |
refterms.panel | A | en_GB |
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published by John Wiley & Sons Ltd
on behalf of British Psychological Society. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and
reproduction in any medium, provided the original work is properly cited.