Journal article
Teacher Acceptability and Preferences for Praise and Reprimand Across Grades (K-12): A Preliminary Investigation
Journal of positive behavior interventions
05/11/2026
DOI: 10.1177/10983007261435204
Abstract
The purpose of this study was to expand the praise literature by examining K–12 teachers’ preferences for praise and whether their acceptability for praise as a behavior management tool declines as grade level increases. Teacher acceptability and preferences for praise and reprimand were collected through the Teacher Praise and Reprimand Preference Survey (TPRPS), which is a survey adapted from the previously existing Adolescent Preference for Praise Survey (APPS). One hundred forty teachers from rural, suburban, and urban school districts in the U.S. completed the TPRPS survey. Results showed that as grade level increased, teachers reported praising students less frequently for academic work and appropriate behavior. Significant differences were found between elementary and secondary teachers’ preferences for praising students’ work and behavior. Compared with high school teachers, elementary teachers preferred to praise students out loud for doing their work, and elementary and middle school teachers preferred to reward students (out loud and quietly) with points, tickets, or token economies for work. This study provides insight into teachers’ acceptability and preferences for praise and reprimand, and results may help consultants support teacher praise, especially among secondary teachers.
Details
- Title: Subtitle
- Teacher Acceptability and Preferences for Praise and Reprimand Across Grades (K-12): A Preliminary Investigation
- Creators
- Laura Heuermann - Eastern Illinois UniversityMargaret T. Floress - Eastern Illinois UniversityAshley Rila - University of IowaSarah Wilkinson - University of Southern MaineAnna Wilzbach - Eastern Illinois University
- Resource Type
- Journal article
- Publication Details
- Journal of positive behavior interventions
- DOI
- 10.1177/10983007261435204
- ISSN
- 1098-3007
- eISSN
- 1538-4772
- Publisher
- Sage
- Grant note
- Eastern Illinois University
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The first author received a small research and creative activity award in support of this research funded by Eastern Illinois University.
- Language
- English
- Electronic publication date
- 05/11/2026
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9985163703302771
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