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Ongoing teacher professional learning is therefore required to help teachers implement evidence-based classroom management practices. This article summarizes the results of a systematic literature review designed to identify the characteristics and outcomes of recent teacher professional learning programs focused on classroom behaviour management.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effective-teacher-professional-learning-on-classroom-behaviour-management-a-review-of-literature/593892/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effective-teacher-professional-learning-on-classroom-behaviour-management-a-review-of-literature/593892.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is classroom behaviour management considered essential for teachers?","Question",{"text":112,"@type":113},"It establishes the instructional context and maximizes time for teaching. When ineffective, it can increase stress and burnout and negatively affect teacher time and resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the systematic literature review aim to do?",{"text":117,"@type":113},"To identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about effective teacher professional learning programs?",{"text":121,"@type":113},"Most effective programs focused on training teachers in specific strategies, such as behaviour specific praise, or combined several proactive behaviour management strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593892,1792191539,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 45  Issue 1 | Article 5 |\n| --- | --- |\n| 2020\u003Cbr>Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature\u003Cbr>Pramesti P. Paramita\u003Cbr>Monash University, [pramesti.paramita@monash.edu](pramesti.paramita@monash.edu)\u003Cbr>Angelika Anderson\u003Cbr>The University of Waikato, New Zealand\u003Cbr>Umesh Sharma Monash University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nParamita, P. P., Anderson, A., & Sharma, U. () . Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature. Australian Journal of Teacher Education, 45(1) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss1/5](https://ro.ecu.edu.au/ajte/vol45/iss1/5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss1/5](https://ro.ecu.edu.au/ajte/vol45/iss1/5)  \nEffective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature  \nPramesti P. Paramita  \nUmesh Sharma  \nMonash University  \nAngelika Anderson  \nThe University of Waikato, New Zealand  \nAbstract: Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation ofevidence-based classroom  \nmanagement practices. This article reports the findings from a  \nsystematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of  \nseveral proactive behaviour management strategies. While it is  \ncrucial to develop high-quality content for a teacher professional  \nlearning program, effective teaching strategies were required to  \nproduce the expected outcomes.  \nIntroduction  \nStudents’ problem behaviours often present a significant challenge for teachers. A survey from the National Center for Education Statistics (2018) reported that during the 2015/2016 school year, 43% of public school teachers in the United States indicated that student misbehaviour interfered with their teaching. Similar situations have been reported in other countries. In a study of 527 Chinese primary school teachers, Shen et al. (2009) found that approximately 45% of the respondents perceived that they were spending too much time on behaviour problems. In a survey by Auditor General Western Australia (2014), 39% percent of Australian teacher respondents from 19 sampled schools reported that they used at least 20% of their school day on behaviour management, which equals one day per week.  \nClassroom behaviour management is an important element of effective teaching. Although the most common misbehaviours, such as talking out of turn, low levels of attention, idleness and hindering others, are somewhat minor, their repetitive nature may interrupt the flow of teaching and learning, and add to teacher stress (Shen et al., 2009; Sullivan, Johnson, Owens, & Conway, 2014) . Effective classroom behaviour management establishes the environmental context for effective instruction, and maximises time for instruction (Oliver & Reschly, 2007; Pas, Cash, O'Brennan, Debnam, & Bradshaw, 2015; Wilks, 1996) . Ineffective classroom behaviour management, conversely, may have negative effects on teacher time and resources, and increase teacher stress and burnout levels (Austin & Agar, 2005; Carpenter & McKee-Higgins, 1996; Hastings & Bham, 2003","cbCaic8opZmDTJec","https://ap.wps.com/l/cbCaic8opZmDTJec","pdf",378854,22,"English","# Introduction\n## Classroom challenges and misbehaviour impacts\n## Importance of classroom behaviour management\n## Teacher confidence and preparedness\n## Need for professional learning","[{\"question\":\"Why is classroom behaviour management considered essential for teachers?\",\"answer\":\"It establishes the instructional context and maximizes time for teaching. When ineffective, it can increase stress and burnout and negatively affect teacher time and resources.\"},{\"question\":\"What did the systematic literature review aim to do?\",\"answer\":\"To identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management.\"},{\"question\":\"What do the findings suggest about effective teacher professional learning programs?\",\"answer\":\"Most effective programs focused on training teachers in specific strategies, such as behaviour specific praise, or combined several proactive behaviour management strategies.\"}]","Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature | PDF",1792078119,55]