The acceptability of an intervention has been shown to be highly linked to its success (Proctor et al., 2011). Programme adoption cannot occur without willing participants,
and without an appropriate level of ‘buy-in’ on the part of teachers, success is unlikely. However, training programmes may be regarded as ‘good’ or ‘bad’ (Pickering, 2007b). ‘Good’ programmes involve interaction and co-construction; they are optional, challenging, and ongoing. Conversely, ‘bad’ continuing professional development is regarded as involving a patronising/judgmental approach; these courses are forced, passive, and typically once-off (Pickering, 2007b). Fink (2001) suggested that teachers and principals must firmly believe in the applicability of any training programme in order for it to demonstrate effective outcomes. Previous research has also indicated the role of emotions (including boredom, enjoyment, anger, hopelessness, and shame) in mediating the relationship between goals held by trainees and subsequent performance outcomes (Pekrun, Elliot, & Maier, 2009). Thus, an individual who undergoes training with good intentions and well-formulated goals, but who is unsatisfied with the experience of participation, is unlikely to demonstrate effective learning outcomes.
From the initial decision to participate in training, through the learning process, and into the post-TCM classroom, teacher receptiveness can impact upon programme success. TCM participants typically report enjoying the programme, in particular, the intrinsic camaraderie that accompanies group learning, “It was good to share experiences with other teachers in similar situations – I no longer felt I was alone” (Hutchings et al., 2007, p. 20). Shernoff and Kratochwill (2007) similarly reported teacher appreciation of the chance to discuss strategies within a shared learning community; this echoes similar findings from research into parent experiences of IY programmes (Furlong & McGilloway, 2012; Stewart-Brown et al., 2004). Although the TCM programme is widely regarded as user friendly, some initial difficulties with strategy implementation can exist (Baker-Henningham et al., 2009). It may take time before strategies become part of daily practice. As shown by other research, these strategies may increase in both utility and ease of implementation over time (Williford & Shelton, 2008). A concerted effort to maintain the learned skills is required, alongside curriculum and administration duties. Nonetheless, teachers in a large-scale study conducted in the US, reported an ability to balance these often competing demands (Webster-Stratton et al., 2008).
The utility of a programme is not solely determined by its theory base. Whether or not it can be applied by teachers in a ‘real life’ setting is also crucial to its success. Satisfaction with the TCM programme was reportedly high among participants in Portuguese (Webster-Stratton et al., 2012) and Welsh (Hutchings et al., 2007) trials. The latter noted how teachers were able to put the TCM programme into practice, illustrating transferability from TCM theory and content to the post-training classroom. Furthermore, these teachers felt re-energized by participation in the TCM programme- “I feel I can engage the children’s attention better... The best course I ever attended!” (Hutchings et al., 2007, p. 18). In fact, 91% of participants in this study reported that they would recommend TCM training to colleagues. In an early study by Webster-Stratton et al. (2001), 97% of teachers who participated in TCM training rated it positively. All pre-school teacher participants (n = 14) in a small- scale TCM study, stated that they would recommend the programme to others (Baker-Henningham et al., 2009). Among two diverse samples (Jamaica and Wales), recommendations were made for a) TCM inclusion in pre- and primary-school teacher training curricula, and b) roll-out of the programme to all school staff (Baker- Henningham et al., 2009; Hutchings et al., 2007).
The process of undergoing TCM training may be impacted by internal and external factors. Whole school approaches are generally believed to be effective in implementing widespread system change (e.g., anti-bullying campaign; O’Connell, Pepler, & Craig, 1999). Waldron and Redd (2011) reported that whole school practices deliver the most positive results. Moreover, the chance to work together as a staff through peer coaching and increased dialogue creates a “buzz of excitement” (Waldron & Redd, 2011, p. 61). Where schools fail to engage with a delivered programme, or to provide support and encouragement for those undertaking training, positive effects (if any) are likely to be short-lived. This may be particularly evident when programmes are not practice-focused or supported by theory. Miles (1995) provided a scathing report of CPD offered to teachers, stating “…a good deal of what passes for professional development in schools is a joke…. In short, it’s pedagogically naïve, a demeaning exercise that often leaves its participants more cynical and no more knowledgeable, skilled, or committed than before” (1995, p. viii). Teachers themselves have reported being in need of assistance. However, their desire to promote child socio-emotional development should not be construed as
carte blanche for the implementation of programmes which undermine the dynamic nature of the classroom and are unsupported by empirical evidence. The delivery of programmes to improve classroom management should acknowledge the difficulties inherent in the classroom, and demonstrate respect for those working under often challenging conditions and frequently with limited resources.
5.6 Conclusion
A number of psychological theory-based programmes purport to assist teachers in managing classroom behaviour and encourage socio-emotional development in children. This chapter provided a brief overview of three of the most popular programmes that might be considered as similar to the TCM programme, which is the subject of this study. However, the main focus of this chapter was on the theory, components, principles, and application of the IY TCM programme, its evidence base and its acceptability among those who have undergone training to date. The next chapter details the methodological aspects of the current process evaluation, and the larger RCT within which it was located.