Matheson, Patricia; (2004) Improving pupil behaviour: A study process and outcome in a partnership school improvement project. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

This research took place within a 2-year behaviour improvement programme, led by the Educational Psychology Service, with school-based coordinators in 7 primary and 1 secondary schools. The programme worked to increase the clarity of school rules, improve classroom management, and review provision for pupils with behaviour problems, as well as improving school ethos, and empowering teachers in behaviour management. The study examined two hypotheses: firstly that teachers in 'failing' schools would be more likely to offer explanations for pupil problem behaviour focusing on home, community or child factors as opposed to teachers in 'effective' schools who would be more likely to focus on school and teacher factors, and secondly, that the level of implementation of improvement programmes would be a strong predictor of degree of improvement in pupil problem behaviour. Teacher explanations for pupil problem behaviour were surveyed at the outset, and teacher perceptions of the behaviour environment were measured before and after the programme. Levels of implementation were assessed for different subsets of the school populations throughout.Explanations for pupil problem behaviour showed no difference between teachers in failing and effective schools. Across all schools, teachers showed a significantly higher use of the explanation Family factors as a cause for pupil problem behaviour. After the programme, teachers in all schools reported that behaviour had improved in some respect, corroborated by other feedback mechanisms. Implementation levels were found to differ across the schools. In both failing and effective schools, where the program was well implemented, teachers reported significantly more positive outcomes. Some major elements contributing to implementation and effectiveness are suggested as the coordinators' network, the tailored professional development programme and the external facilitation. Unexpected variations are discussed, and linked to findings of earlier research studies. Recommendations are made for a future EP role in school improvement interventions.

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