Teachers’ use of effective classroom management practices (e.g., effective use of rules) is critical to student success (McLeod et al., 2017; Simonson et al., 2009). One practice associated with low rates of disruptive behavior is teacher’s appropriate response to rule violations (Owen et al., 2017, 2018). Multiple factors may facilitate or interfere with teachers’ effective use of classroom management practices (CMP) such as student behavior, teacher stress, and school climate. However, few studies have examined the relative utility of these factors in predicting teacher implementation. This study examined how school climate, teacher stress, student behavioral severity, and the student-teacher relationship predict the use of a CMP. Participants were 39 teachers in a consultation study. Students were identified as target students who were children who displayed symptoms of ADHD or ODD or other which encompassed the general classroom. Analyses revealed that student factors including disruptive behavior and student-teacher relationship were predictive of teacher practices in Month 1, whereas teacher stress was the only significant predictor in Month 2. Results suggest that researchers should explore stress management for teachers when presenting them with interventions. Evaluation of the student-teacher relationship should also take place to prevent biases from interfering with implementation and student outcomes.
