New Perspectives in Science Education

Edition 13

Accepted Abstracts

Teachers Training Programs on Classroom Management: A Systematic Literature Review

Jonida Lesha, University of Shkodra “Luigj Gurakuqi” (Albania)


Teachers’ training programs are necessary in order to enhance teachers' skills, knowledge and performance, also to enable them to be more effective. Furthermore, training programs play a crucial role, as it is through training that teachers' skills and attitudes can be changed. Many studies has concluded that training programs are of vital importance to teachers and to governments to pass on the latest innovations in teaching methods/strategies and new curricula.

This article aims to systematically review research about the classroom management training programs published between 2005 and 2016, analyzing their main results and suggestions for future studies. In the literature search, which aimed at identifying studies in which the these training programs were implemented, the author investigated through  Google scholar; also the author focused on peer-reviewed journal articles, abstract collections and PhD thesis.  The results indicate that the most successful programs were implemented in U.S.A and in some devoped European countries. The literature review shows that most of this programs had a significant impact on teachers classroom management skills and students outcomes.

Keywords: classroom management,teacher,training program, literature review.


[1] Bikos, K. Tsigilis,N. Grammatikopoulos, V. (2011) Double repeated measures analysis showed a significant and a meaningful increase in efficacy for classroom management and a tendency for positive shift in efficacy for student engagement.
[2] Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361-381.
[3] Good, T. L., & Brophy, J. E. (1994). Looking in classrooms (6th ed.). New York: Harper Collins.
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[6] Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), 446-459.
[7] Nye, E., Melendez-Torres, G.J.,& Gardner,F. (2015) Mixed model methods systematic review of a teacher classroom management programme: effectiveness and stakeholdres’experiences
[8] Oliver R, Wehby J, Daniel J. (2011) Teacher classroom management practices: Effects on disruptive or aggressive student behavior.
[9] Swinson, J. & Harrop, A. (2001). The differential effects of teacher approval and disapproval in junior and infant classrooms. Educational Psychology in Practice, 17( 2), 157-167.
[10] Taylor-Greene, S., Brown, D., Nelson, L., & Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7(1), 99-112.
[11] Ysseldyke, J., & Christenson, S. (1994). TIES-II: The instructional environment system-II. A system to identify a student's instructional needs



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