Reduced stress

As indicated earlier in chapter 7, the baseline interview analysis showed (particularly among NQTs), that some teachers who encountered chronic classroom behavioural problems felt largely unable to cope, which in turn exerted a strain on both work and home life. This did not go unnoticed by facilitators.

“There was one if not two people in the group and I could see a kind of almost a professional wearing-down, even though they were very good and very kind and really competent teachers. I could see the impact; I could see it impacting on their energy and sense of well-being.” (A1)

The ‘professional wearing-down is indicative of burnout (Leiter & Maslach, 1998), and it was apparent to both facilitators that the occurrence and (mis)management of SEBD was a significant threat to the psychological well-being of certain TCM participants. As noted by one facilitator “the cost [of dealing with these classroom difficulties] is quite high” (A1). In addition to the obvious psychological cost, the excess time spent in classroom management (prior to TCM training) was also regarded by facilitators as seriously impeding teaching and, in turn, negatively impacting the learning opportunities of children.

An emergent theme from baseline interviews (described in chapter 7) was the commonly held aspiration for professional and personal development. Notably, the ability to cope with disruptive behaviour whilst managing their own stress was something that many teachers hoped to achieve. Importantly, participants recognised

the need for additional support to meet the high-level demands of behaviour management and indeed, as indicated by the Job Demands-Resources Model (Demerouti et al., 2001), the availability of resources significantly impacts the extent to which demands may be perceived as stressors. Here, the evidence at follow-up indicates that although the TCM programme was not perceived as suitable for all children (specifically those awaiting psychological assessment), teachers felt that they were better able to handle their own emotions when encountering challenging classroom situations. This improved ability to handle emotions appeared to be due to the development of new skills to remain calm in the face of behavioural challenges, and the experience of ‘appropriate’ emotional responses, which as indicated elsewhere, are deemed to be crucial (Philipp & Schüpbach, 2010).

At the 6-month follow-up, five of the eight teachers stated that they were no longer stressed by minor misbehaviour (“I just find myself, that things don’t bother me as much.” - T3), and when challenges did occur, they were better equipped to deal with them (“I think I’m a lot calmer.” - T16). Likewise, previous research has found that one third of post-training teachers felt calmer when dealing with classroom misbehaviour (Hutchings et al., 2007). In the current study, stress reduction was primarily due to a greater teacher awareness of how their own emotions could contribute to an escalation of low level disruptions. Therefore, TCM techniques recommended for coping with challenging behaviour were regarded as invaluable, providing teachers (particularly NQTs) with the support that was absent at baseline.

“I am definitely more confident in my own ability, which would have been a big issue for me before.” (T21)

8.3.3 “I am not alone”: Renewed enthusiasm and a focus on the positives

According to facilitators, the TCM training enabled a reciprocal, ‘mini’ social support network among those who understood the impact of classroom behaviour difficulties. As shown in chapter 3, and by previous studies (e.g., Johnson & Kardos, 2002), perceived isolation in the classroom can be a feature of teachers’ (particularly NQTs’) professional lives. Most notably, the NQTs alluded to the experience of being alone in the management of difficult classroom behaviour. For many teachers, the reluctance to discuss problems with colleagues or parents of children often

compounds these feelings of isolation (Rogers, 2002, 2006; Weasmer & Woods, 2000). For instance, Webster-Stratton et al. (2012) noted that the availability of peer support can be an invaluable and empowering resource for those who previously felt alone with classroom management difficulties. The TCM training programme was reported by five teachers in the current study as being important in terms of increasing awareness that other teachers encounter similarly challenging behaviour. Through open discussion in the safe environment of TCM training, and under the guidance of the two facilitators, teachers felt reassured that their struggles with management were not unique to them or to their classroom.

“We [the group] were a team, kind of working together…. Sometimes as a teacher you…feel a little bit isolated. You’re in the classroom and if you are dealing with a very challenging behaviour in your class, you can’t…leave the classroom and go ‘oh I need to find somebody’ or whatever. And there’s no button to press going ‘code red’!” (T16)

“…teachers can be so isolated. You’re inside in the classroom all day long. So it was actually lovely to be able to see other teachers… and ‘oh God’, their experiences - seeing that you’re normal as well!” (T8)

“You could hear other people’s experiences and you didn’t feel like ‘I am the only one that this is happening to. It is because I am young. It is because I am not as experienced in this classroom as other people would be’. When you hear other people expressing the same fears as well or that they feel that they are being seen like that in the school as well, you are like ‘oh right, ok it is not just me’.” (T21)

The acknowledgement by five of the eight interviewed teachers that challenging behaviour poses problems for even experienced professionals signifies an important shift from the beliefs and views seen at baseline. Although classroom isolation emerged as a theme amongst the NQTs at baseline, the follow-up findings suggest that even the more experienced teachers shared this concern. The opportunity to

discuss in detail what was often not disclosed in the staffroom, provided useful insights into other classrooms, the behaviours of other children, and the self-doubt of other teachers.

Another theme which emerged from the follow-up interviews was a renewed enthusiasm for teaching (n = 4). As stated previously, the constant pressure of classroom management had exerted a significant toll on the emotional well-being of most teachers and, in some cases, caused some degree of professional incongruity. Some reported acting in ways that contradicted their personal teaching philosophy; they felt that they were becoming the kind of teacher they never wanted to be. This disillusionment, coupled with other negative psychological outcomes, can have a negative long-term effect on staff retention (Skaalvik & Skaalvik 2011). Encouragingly, the follow-up analysis illustrated a significant shift in the outlook of four teachers, who felt that TCM training had imbued in them a greater enthusiasm for their role as educators. There was a marked departure from what Veenman (1984) referred to as ‘traditional’ or ‘custodian’ views of teaching. In fact, teachers found that improved classroom interactions (e.g., the use of praise and encouragement) had a powerful impact, not only on the children but also with regard to how they themselves felt. They reported an energising effect, feelings of optimism towards the future, better preparedness for incoming classes, and a renewed professional enthusiasm for teaching. Thus the post-training classroom was regarded as offering a therapeutic milieu. For those who had been reportedly engaging in positive management before TCM training (n = 4), the programme reaffirmed their good work practices, thereby renewing their enthusiasm for the consistent practice of these techniques.

“It’s brilliant. … I do feel I can handle pretty much any class now. I would love to have juniors again next year…because they are the real challenge.” (T21)

“I suppose it has reaffirmed the good practices that I have. Now I know that I have an awful lot to learn but I realise that you know there are some things I am doing well, and it has encouraged me.” (T7)

“I’m really looking forward to September, to starting on a clean slate.” (T12)

8.4 Positive Children: Positive Classrooms