Teacher Relational Competence and Behavior Management Implementation
DOI
10.30845/jesp.v7n4p4
Abstract
In order to respond productively to student disruptions, teachers must have the skills and awareness to connect with students responsively rather than reactively. Practices grounded in relationships such as social emotional learning, mindfulness, restorative, and trauma-informed practices have been shown to improve student academic engagement and behavior. They are becoming more widely known and encouraged in schools. This mixed methods study gathered data from first through third grade teachers on their relational competence and their most used behavior management practices. While survey data did not show a correlation between high teacher relational competence and usage of relationship-building practices, in-depth interviews suggested that a connection may exist.
Document Type
Article
Publication Date
2021
Publisher Statement
Copyright © 2020, Center for Promoting Ideas, USA.
DOI: https://doi.org/10.30845/jesp.v7n4p4
The definitive version is available at: https://jespnet.com/journal/index/2679
Recommended Citation
Bringewatt, Rachel, Meredith L. P. Bram, Ebonee Henry, and Erik K. Laursen. “Teacher Relational Competence and Behavior Management Implementation.” Journal of Education & Social Policy, December 2020, 7, no. 4 (2021): 24–34. https://doi.org/10.30845/jesp.v7n4p4.