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Teachers’ Perspectives on the use of Reward Systems to support Classroom Management in Primary School Classrooms
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Dissertation
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2024
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Abstract
Effective classroom management is a crucial ability for primary school teachers to
facilitate learning (Baumert and Kunter, 2013). Although researchers have studied the use of reward systems for classroom management since the 1960s (Grieger, 1970), there is no clear agreement on its effectiveness (Lungo, 2019). The aim of this study was to investigate teachers’ perspectives on the use of reward systems to support classroom management. Semi-structured interviews were conducted with primary school teachers. The findings indicated that while teachers acknowledge the benefits of rewards systems in decreasing disruptive behaviours and enhancing motivation, they are concerned with potential challenges of rewards systems, e.g. fostering entitlement and disrupting social dynamics.
Keywords
classroom management, primary school teachers, Primary school, reward systems