Date of Conferral
10-22-2026
Date of Award
October 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Katherine Garlough
Abstract
Professional development opportunities support early childhood teachers in designing effective classroom management practices that promote positive learning environments. The present study addressed the issue of early childhood education teachers in Jamaica receiving limited professional development regarding classroom management practices. Grounded in Baker-Henningham’s Irie Classroom Toolbox model, this basic qualitative study explored early childhood teachers’ perceptions of classroom management challenges and their recommendations for professional development across four parishes in Jamaica. Data were collected through semistructured interviews with 18 early childhood teachers with teaching experience and exposure to professional development in Jamaica. Through thematic analysis using open, inductive coding, the following four themes emerged: (a) teachers reported challenges with students not following rules as well as with limited parental support; (b) teachers employed strategies such as positive reinforcement, classroom rules, and private conversations with students; (c) professional development specifically for classroom management was limited; and (d) teachers recommended that training be more frequent and practical. Based on the findings, a culturally responsive classroom management professional development initiative was created. This study may support positive social change by raising awareness of the need for specific classroom management professional development, which may, in turn, strengthen classroom environments through culturally responsive and proactive behavior strategies. Enhanced classroom environments may improve academic and socio-emotional outcomes for all students in the early childhood education sector in Jamaica
Recommended Citation
Bailey, Lisa Aloney, "Early Childhood Teachers’ Perceptions of Professional Development for Classroom Management Practices in Jamaica" (2026). Walden Dissertations and Doctoral Studies. 20929.
https://scholarworks.waldenu.edu/dissertations/20929
