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<p>The Incredible Years<sup>®</sup>-Teacher Classroom Management (IY-TCM) program has demonstrated evidence of its effectiveness around the world. However, it is important to confirm this effectiveness when applied under challenging conditions and in an outermost region. A quasi-experimental design was used to analyze the effectiveness of the IY-TCM program on preschool teachers’ psychological factors (self-efficacy, stress, and burnout) and classroom practices, when delivered during the COVID-19 pandemic, across three different time points. Participation in the program did not statistically improve teachers’ psychological factors of the IY-TCM group compared to the control group. However, consistent with previous research, the IY-TCM group reported increased use and perceived usefulness of positive classroom management practices, as well as a greater use of IY strategies. These results support the program’s effectiveness, even when delivered in challenging conditions, which provides further evidence of its efficacy and usefulness. Furthermore, when used in regions where teachers have limited access to this type of training, it offers an opportunity to improve educational practices and enhance teacher-child-parent relationships.</p>

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Psychological factors and classroom management practices of preschool teachers: The effectiveness of a teaching program delivered during the COVID-19 pandemic

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月20日

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  • Sofia O. Major,
  • Ana I. Santos,
  • Marco D. Pereira,
  • Osvaldo Silva,
  • Maria F. Gaspar

摘要

The Incredible Years®-Teacher Classroom Management (IY-TCM) program has demonstrated evidence of its effectiveness around the world. However, it is important to confirm this effectiveness when applied under challenging conditions and in an outermost region. A quasi-experimental design was used to analyze the effectiveness of the IY-TCM program on preschool teachers’ psychological factors (self-efficacy, stress, and burnout) and classroom practices, when delivered during the COVID-19 pandemic, across three different time points. Participation in the program did not statistically improve teachers’ psychological factors of the IY-TCM group compared to the control group. However, consistent with previous research, the IY-TCM group reported increased use and perceived usefulness of positive classroom management practices, as well as a greater use of IY strategies. These results support the program’s effectiveness, even when delivered in challenging conditions, which provides further evidence of its efficacy and usefulness. Furthermore, when used in regions where teachers have limited access to this type of training, it offers an opportunity to improve educational practices and enhance teacher-child-parent relationships.