Australian Teachers’ Views of Their Effectiveness in Behaviour Management

Safran, Stephen P.

doi:10.1080/0156655890360103

Cited by 10 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In den 1980er und vereinzelt auch noch 1990er Jahren wurden beide bzw. eines der beiden Items in Studien eingesetzt (de Mesquita & Drake, 1994;Glickman & Tamashiro, 1982;Safran, 1989;. Die Untersuchungen kamenwie Tschannen-Moran et al (1998, S. 205) zusammenfassen -zu "intriguing results, even with this simple measure".…”

Section: Anfänge Der Erfassungunclassified

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Bach¹

2022

View full text Add to dashboard Cite

Selbstwirksamkeit gehört zu den am häufigsten untersuchten motivationalen Merkmalen von Lehrpersonen. Trotz der Popularität des Konstrukts sind grundlegende Forschungsfragen empirisch unbeantwortet. Die Publikation stellt zunächst den internationalen Forschungsstand zur Selbstwirksamkeit im Lehrberuf umfassend und systematisch dar. Anschließend widmen sich vier Studien bislang wenig eingenommenen Forschungsperspektiven: Mit der Entwicklung und Validierung einer Skala zur Erfassung der Quellen von Selbstwirksamkeit wird eine wichtige Forschungslücke geschlossen. Mediatoranalysen erweitern die Erkenntnisse über die Entstehung von Selbstwirksamkeit. Die Veränderung und das Zusammenspiel von Selbstwirksamkeit und Beanspruchungserleben im Lehramtsstudium wird mit komplexen Längsschnittmodellen untersucht. Analysiert wird darüber hinaus die Bedeutung von domänenspezifisch differenziert erfasster Selbstwirksamkeit für die Qualität von Unterricht.

show abstract

Section: Anfänge Der Erfassungunclassified

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Bach¹

2022

View full text Add to dashboard Cite

show abstract

“…As a result, our model proffers that personal and school cultural factors help frame and predict TEHSM levels, which in turn, predict adverse emotional or behavioral outcomes in teachers. The relationship between TEHSM and the presented adverse teacher outcomes has already been established (e.g., Chang, ; Martin, Linfoot, & Stephenson, ; Safran, ; Tschannen‐Moran et al., ; Tsouloupas et al., ), but what has yet to be established is the most relevant personal and school cultural factors of TEHSM.…”

Section: Conceptual Model To Study Tehsmmentioning

confidence: 99%

Personal and School Cultural Factors Associated With the Perceptions of Teachers’ Efficacy in Handling Student Misbehavior

Tsouloupas

Carson

Matthews

2013

Psychology in the Schools

View full text Add to dashboard Cite

One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students.

show abstract

“…Studies have found a negative correlation between teachers' confidence and their use of effective behavior management techniques (Safran, 1989;Woolfolk, Rossoff, & Hoy, 1990). For instance, less confident teachers are more likely to become angered and threatened by misbehavior (Ashton, Webb, & Doda, 1983, as cited in Dembo & Gibson, 1985); use inappropriate management techniques (Martin et al, 1999;Pettit, Bates, & Dodge, 1992); and frequently refer students to other school personnel (Martin et al, 1999).…”

Section: Introductionmentioning

confidence: 97%

The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

Shohani

Azizifar

Gowhary

et al. 2015

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

This study investigates the effect of teachers' self-efficacy on personal teaching and external influences. The study involves 18 novice and 18 experienced English teachers teaching at Ilam high schools from March to September of 2014. Data were collected through a questionnaire. Teacher's questionnaire consisted of 36 Likert scale items. To analyze the data, t-tests were applied. When the two groups were compared, novice and experienced teachers were found to differ in their self-efficacy for classroom management, but not in their efficacy for personal teaching and external influences. In order to improve teachers' efficacy for personal teaching and external influences in-service training programs and regular meetings where teachers share their experiences can be held.

show abstract

Australian Teachers’ Views of Their Effectiveness in Behaviour Management

Cited by 10 publications

References 16 publications

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Personal and School Cultural Factors Associated With the Perceptions of Teachers’ Efficacy in Handling Student Misbehavior

The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

Contact Info

Product

Resources

About