Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2026

Thesis Director

Margaret T. Floress

Thesis Committee Member

Ayaka Hisanaga-Probst

Thesis Committee Member

Wesley D. Allan

Abstract

The purpose of this study was to expand the praise literature by examining K-12 teachers’ preferences for proactive behavior management strategies (e.g., praise, acknowledgement, rewards). In addition, teachers’ opinions on the efficacy of proactive strategies were assessed to see if efficacy of strategies decreased as grade level increased. Teacher opinions of efficacy and preferences for proactive strategies and reprimand were collected through the Teacher Praise and Reprimand Preference Survey (TPRPS). A total of 93 teachers from rural and suburban school districts completed the TPRPS survey. Results indicated as grade level increased, teachers found praise less effective for managing student appropriate behavior and rewards less effective for encouraging student work. Moreover, as grade level increased, teachers reported to use public praise, public reward, and private rewards less often. Elementary teachers (grades K-5) reported to publicly reward students more often than secondary teachers (grades 6-12). Significant differences between elementary and secondary teachers’ praise preferences were also identified. Elementary teachers preferred to publicly praise students and publicly reward students for doing good work and for appropriate behavior. They also preferred to send messages home to parents regarding students’ work. Secondary teachers reported to prefer giving positive gestures, extra credit, or do nothing when students did good work. As grade level increased, teachers found reprimanding students for inappropriate behavior more effective. Elementary teachers preferred to publicly post points, tickets, or raffles that students lost for not doing adequate work. Secondary teachers preferred to take away points on an assignment for inadequate work and to ask students to stay after class to discuss inappropriate behavior. Considering these results, implications for teachers’ use of proactive strategies across grades K-12, as well as areas of future research are offered.

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