the Continuous Professional Development (CPD) programs offered to teachers.

As an accessible and unlimited tool, praise may be implemented in the classroom to not only stimulate pupils but also influence their behavior. This apparent simplicity masks an intricate teaching approach that, when implemented correctly may be a significant constructive tool, however, when implemented excessively or ineffectively, may have pessimistic effects.

In this qualitative study, five educators are asked about their personal views on praise, their experiences with it, how it affects their students and themselves as professional practitioners, and the level of training they have received to use it as an effective teaching approach.

Four ideas emerged from the analysis and discussion drawn from the participants’ responses:

  • the forms of praise implemented,
  • the behavioral impact of praise on pupils
  • the impact of praise on the teachers’ individual practice and
  • the Continuous Professional Development (CPD) programs offered to teachers.

It’s intriguing to note that the results revealed that teachers recognized the importance and efficiency of praise, highlighting the significance of providing all teachers with training in the skill of offering praise and modelling positive behavior.