Advancing social equity through teacher well-being: TCM in Finnish elementary schools

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Abstract

Challenging pupil behaviour in elementary schools poses a critical threat to social equity in education, with teacher well-being emerging as a key dimension of this challenge. This study examines how teaching staff in schools perceive the impact of the TCM (Teacher Classroom Management) method on promoting social equity in their work, their well-being, and the school's operational culture in Finnish elementary schools, with a focus on its implementation in the city of Kokkola. TCM is a research-based pedagogical approach that aims to enhance pupils’ socio-emotional development, teacher–pupil interaction, and home–school collaboration through systematically applied practices grounded in positive pedagogy. Surveys from 52 educators and principals trained between 2021 and 2024 were analysed using a mixed methods approach. Results show that TCM strengthened teachers’ classroom management skills, promoted the use of positive feedback, and improved communication with pupils and parents. These outcomes supported more inclusive and respectful learning environments, contributing to socially just practices. Moderate improvements in pupil behaviour were reported, though challenges such as limited resources and uneven staff participation hindered broader impact. While TCM fostered individual resilience and a constructive mindset, deeper shifts in school culture and collective well-being were less evident. The study underscores the importance of aligning classroom-level interventions with systemic support and shared values to promote educational equity.

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Keywords

classroom management, TCM, teacher training, social justice, equity, mixed methods

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