Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics


  • Marie-France Nadeau Université de Sherbrooke
  • Line Massé Université du Québec à Trois-Rivières
  • Claudia Verret Université du Québec à Montréal
  • Nancy Gaudreau Université Laval
  • Jeanne Lagacé-Leblanc Université du Québec à Trois-Rivières


classroom management, disruptive behaviour, teaching practices, behaviour management, professional development


This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.

Author Biographies

Marie-France Nadeau, Université de Sherbrooke, Ph.D., psychology, Is a full professor in the Faculty of Education at Université de Sherbrooke. Her research mainly focuses on practices conducive to inclusive classroom interactions and meeting the diverse needs of all students.

Line Massé, Université du Québec à Trois-Rivières

Ph.D., Is a full professor in the department of psychoeducation at the University of Quebec at Trois-Rivières. Her research focuses mainly on practices with regard to children or adolescents with externalized or internalized behavioral disorders, and the education of gifted children.

Claudia Verret, Université du Québec à Montréal

Ph.D., Is a professor in the Department of physical activity at Université du Québec à Montréal. Her research interests concern inclusive education, especially in physical activity context.

Nancy Gaudreau, Université Laval

Ph.D., is a full professor in department of studies on teaching and learning of the faculty of education sciences of Université Laval. Her research focuses on intervention with students with social-emotional and behavioral difficulties and the professional development of school staff in this area.

Jeanne Lagacé-Leblanc, Université du Québec à Trois-Rivières

Got her Ph.D. in psychoeducation at Université du Québec à Trois-Rivières. Her research interests include the experiences of students with disabilities, reasonable accommodations and inclusive education for postsecondary instructors.


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How to Cite

Nadeau, M.-F., Massé, L., Verret, C., Gaudreau, N., & Lagacé-Leblanc, J. (2022). Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics . McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from