Exploring the confidence of teaching staff in reporting on young children’s behaviour
This research builds on previous research looking at children’s peer related behaviour and experiences (i.e. Monks & Rix, 2024; Rix & Monks, 2024; Rix et al., 2023). Many researchers exploring children’s behaviour (solitary, prosocial, aggressive, and victimised) rely on adult-reports. I work closely with Professor Monks at the University of Greenwich to understand how these compare to children’s own reports of their peer related behaviour and friendships. As part of a pilot study in November 2024, I spoke with children about their own reports and how and why they think their teaching staff would talk about their behaviour and experiences. The pilot study also involved collecting behaviour reports and confidence ratings from a small sample of teacher and teaching assistants (TAs). Despite their behaviour ratings differing from those of children’s, teachers mostly reported high levels of confidence. TA confidence levels were more mid-range. Children mostly reported that their teachers did not see many of their peer interactions whereas their TAs were more aware of this. However, there were limitations to the method used such as the time available to complete the survey, the small sample size, and likely desirability effects. The proposed study aims to build on the findings and overcome the limitations through collecting data via a survey platform, with data not linked to specific children.
The main research questions are, in relation to solitary, prosocial, and aggressive behaviour; and victimisation experiences; amongst children aged 4-8 years old (:
- According to teaching staff, what is the prevalence of children's behaviours / experiences?
- How confident are teaching staff in reporting on different behaviours and experiences, in different school contexts; and why?
- How confident are teaching staff in supporting children with these behaviours and experiences?
- How does teaching staff confidence impact on children's behaviour and learning?
Analysis will also explore whether the above vary across Teaching Assistants and Class Teachers; and across the year group of their current class.
