Publication Date

5-2024

Advisor(s) - Committee Chair

Thomas Gross, Gary Houchens, Wes Cottongim

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

An administrator’s role in supporting teachers has been a topic often discussed in literature. A less mentioned administrative function is their role in supporting teachers in classroom management strategies related to teaching and setting expectations. Problem behaviors in the classroom have a negative impact on student outcomes. Administrators can help address problem behaviors through the use of four effective administrator practices areas identified by Grissom et. al. (2021): (a) instructionally focused interactions (b) building a productive school climate (b) facilitating collaboration, and (c) managing personnel and resources. The purpose of this systematic review was to identify: (1) Which of the four effective administrator practice areas have been used to support teachers with classroom management? (2) What activities have been studied for administrative support of classroom expectations for the four effective administrator practice areas? Twelve peer-reviewed articles were found that address the use of administrator practices to support classroom management. Within those articles, it was found that administrators are using Instructionally Based Interactions through observation and feedback most often (67%), while Building a Productive School Climate (25%), Facilitating Collaboration and PLCs (25%), and Managing Personnel and Resources (8%) are seldom being used to address classroom management. Future research should examine whether the use of a broader range of practices would be effective in supporting teachers in the use of classroom management strategies.

Disciplines

Education | Educational Administration and Supervision | Educational Psychology

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