Examined the effects of a self-management program on preservice teachers’ performance. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of 4 undergraduate student-teachers were coded by trained observers using the Academic Learning Time-Physical Education Observation System. Each S’s verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controlled to assess self-management efficacy. Results indicate that self-management exerted a positive influence on pupil and teacher behavior. A multiple-baseline design across behaviors and a reversal design showed that all Ss changed their teaching behaviors effectively and met the field experience criteria.
