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ABSTRACT: This paper presents an overview of the transtheoretical model (TM) of change and use of the TM to
explain an experienced, urban middle school teacher’s resistance to implementing a classroom
management program. The TM identifies six stages of change and nine change processes that serve as
catalysts for movement through the stages (Prochaska, 2000). This instrumental case study describes
a teacher who habitually raised her voice in response to student misbehavior. After assessing the
frequency with which she raised her voice, she implemented classroom management strategies that
led to an 82% baseline-to-intervention decrease in the use of a raised voice, another 14% decrease at
3-year follow-up, and increases in student on-task behavior. The teacher’s progression from
resistance to implementation was consistent with the TM’s stages of change.
Research in the Schools. 01/2006; 13(2):1-12.
