Effect of a Class-wide Positive Behavioral Support Professional Development Program on Classroom Management Skills and Teacher Efficacy

This study implemented a professional development program on class-wide positive behavioral support for elementary and middle school teachers and analyzed its effects. A total ot 20 teachers working at elementary or middle schools(10 in the experimental group and 10 in the control group) participated in the study. The experimental group received six training sessions and four individual consulting sessions. To assess the impact of the class-wide positive behavioral support professional development program on teachers’ sense of efficacy and classroom management practices, a two-independent sample t test was used to compare pre- and post-program differences between the experimental and control groups. The results indicated that teachers in the experimental group showed a significantly greater improvement in efficacy and classroom management practices compared to the control group. The study concluded with both a discussion of the results and an examination of its limitations.