Y. Kennedy, N. Flynn, E. O’Brien & G. Greene (2021). Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes. Educational Psychology in Practice, 37(2), 150-168.
Teacher wellbeing is an important prerequisite for promoting student wellbeing, yet there is limited research exploring the potentiality of classroom management training for enhancing teacher psychological outcomes. This study used a pragmatic, pre-experimental design to evaluate a psychologist-led 6-month Incredible Years Teacher Classroom Management programme with 368 Irish primary teachers using well-validated measures of self-efficacy (Teacher Sense of Efficacy Scale-Long Version), wellbeing (Everyday Feelings Questionnaire) and burnout (Maslach Burnout Inventory Educators Survey). Mixed ANOVAs revealed significant improvements in wellbeing (p < .001, ηp2 = .08), emotional exhaustion (p = .01, ηp2 = .02), personal accomplishment (p < .001, ηp2 = .07), and self-efficacy (p < .001, ηp2 = .30) among participants. Whilst results must be interpreted cautiously, this study is positioned as being suggestive of psychological benefits for teachers accruing from evidence-based classroom management training.