Preschool Teachers’ Self-Reported Levels of Preparation for Classroom Behavior Management
Behavior problems and violence are significant issues facing schools. A solution is necessary to meet the needs of the students exhibiting these behaviors and to reduce their problem behaviors. Research indicates that children who exhibit serious behavior problems often began to exhibit some problematic behaviors during the early childhood years. The management of classroom behavior problems from students with disabilities is reported by teachers to be the most difficult aspect of preschool inclusion. In order to ensure that young children’s problematic behaviors can be addressed appropriately, early childhood educators must have knowledge of behavior management skills and must be able to implement evidence-based strategies in their classrooms. In order to better understand preschool teachers’ levels of preparedness for addressing challenging behaviors, this study examined the perceived competencies of teachers related to classroom behavior management. The results of this exploration may be used to gain a better understanding of preschool teachers’ training needs in regard to behavior management and handling behavior problems in the classroom.
Behavior Management, Early Childhood, Preschool, Teacher Preparation
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