A Meta-Analysis of Self-Management Strategies to Enhance Educators' Teaching Performance

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dc.contributor.authorAydin, Orhan
dc.contributor.authorAri-Arat, Ceren
dc.contributor.authorSulu, Mehmet D.
dc.date.accessioned2026-09-01T15:52:36Z
dc.date.available2026-09-01T15:52:36Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractThis meta-analysis examines the effectiveness of self-management strategies in enhancing the teaching performance of educators, with a focus on special education contexts. Thirty-six studies, including peer-reviewed articles and gray literature, were evaluated for methodological rigor using the What Works Clearinghouse (WWC) Design Standards. Of these, 26 studies meeting the standards with or without reservations were further analyzed using descriptive review, meta-analysis, and moderator analysis. Findings revealed self-monitoring is the most frequently used self-management strategy. Among the educators included in the studies, the majority were special education teachers. Effect sizes were calculated using Tau-U for all 26 studies, between-case standardized mean difference (BC-SMD) for 25 studies, and performance-criteria-based effect size (PCES) for 13 studies reporting a mastery criterion. The overall Tau-U indicated a very large effect size of 0.88 (CI95 = [0.74, 1]), and BC-SMD resulted in a large effect size of 0.87 (CI95 = [0.77, 0.98]). The PCES showed an overall effective effect size of 1.15 (CI95 = [1.07, 1.23]). Moderator analysis revealed behavior-specific praise, and fewer years of teaching experience were associated with higher teaching performance effect sizes compared to other relevant categories; however, years of teaching experience and higher teaching performance were positively associated when using BC-SMD calculations. Detailed findings along with corresponding recommendations are discussed.
dc.identifier.doi10.1177/01987429261448214
dc.identifier.issn0198-7429
dc.identifier.issn2163-5307
dc.identifier.scopus2-s2.0-105040343259
dc.identifier.scopusqualityQ2
dc.identifier.urihttp://dx.doi.org/10.1177/01987429261448214
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8490
dc.identifier.wosWOS:001778375900001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofBehavioral Disorders
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260820
dc.subjectSelf-Management
dc.subjectSelf-Monitoring
dc.subjectEducator
dc.subjectSpecial Education
dc.subjectTeaching Performance
dc.titleA Meta-Analysis of Self-Management Strategies to Enhance Educators' Teaching Performance
dc.typeReview Article

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