As an accessible and unlimited tool, praise may be implemented in the classroom to not only stimulate pupils but also influence their behavior. However, this apparent simplicity masks an intricate teaching approach that, when implemented correctly, can be a significant constructive tool. Conversely, when implemented excessively or ineffectively, it may have pessimistic effects. In this qualitative study conducted at DCU, Ireland, five educators were interviewed about their personal views on praise, their experiences with it, its effects on their students and themselves as professional practitioners, and the level of training they have received to use it as an effective teaching approach.

From the analysis and discussion drawn from the participants’ responses, four key ideas emerged: 1) the forms of praise implemented, 2) the behavioral impact of praise on pupils, 3) the impact of praise on the teachers’ individual practice, and 4) the Continuous Professional Development (CPD) programs offered to teachers. Interestingly, the results revealed that teachers recognized the importance and efficiency of praise, emphasizing the significance of providing all teachers with training in the skill of offering praise and modeling positive behavior.