Dicke, T., Elling, J., Schmeck, A. & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education,48(1), 1-12. Retrieved from https://doi.org/10.1016/j.tate.2015.01.013
Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N ¼ 97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.
Institute for Positive Psychology and Education
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