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This 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 (CI 95 = 0.74, 1), and BC-SMD resulted in a large effect size of 0.87 (CI 95 = 0.77, 0.98). The PCES showed an overall effective effect size of 1.15 (CI 95 = 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.
Aydin et al. (Fri,) studied this question.