Croatian Preschool Teachers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children

Abstract

• Managing behaviour is a complex component of the teaching process and one that teachers consistently identify as an area of great concern. This study aimed to examine teachers' perceptions regarding their competence for managing the challenging behaviour of young children and to identify the factors that affect these beliefs. A total of 204 preschool teachers working in Kindergarten Rijeka, Croatia participated. Teachers completed an exploratory survey of self-perceptions of competence in managing the challenging behaviours encountered in their classrooms. Factor analysis revealed a one-factor structure for self-perceived competence, and all scales showed good psychometric properties. Preschool teachers' assessment of their own competence in managing challenging behaviour was explained by the level of support they received from other professionals when faced with children's challenging behaviour and prior coursework in classroom management. Participants with higher levels of professional support and more coursework in classroom management estimated themselves to be more competent in managing challenging behaviour. The results suggest that Croatian preschool teachers need training in classroom management and greater access to professional support personnel when working with students with challenging behaviours.Keywords: classroom management, preschool teachers, self-perceived competence, behaviour management • Obvladovanje vedenja je kompleksna komponenta procesa poučevanja in eno izmed področij, ki ga vzgojitelji označujejo kot enega izmed področij skrbi. Namen raziskave je bil ugotoviti, kako vzgojitelji samoocenjujejo svoje kompetence pri obvladovanju neželenega vedenja predšolskih otrok, in ugotoviti dejavnike, ki vplivajo na ta prepričanja. V okviru raziskave so sodelovali 204 vzgojitelji iz Vrtca Reka, Hrvaška. Vzgojitelji so izpolnili vprašalnik o samooceni njihovih kompetenc pri obvladovanju neželenega vedenja, ki so ga zaznali v svoji vrtčevski skupini. Faktorska analiza je pokazala enofaktorsko strukturo za samooceno kompetenc, pri čemer so lestvice pokazale dobre psihometrične značilnosti. Ocena vzgojiteljev glede lastnih kompetenc pri obvladovanju neželenega vedenja otrok je pojasnjena z ravnjo podpore, ki jo dobijo od drugih strokovnjakov, ko so soočeni z neželenim vedenjem, in s predhodnim delom pri vodenju skupine. Udeleženci z višjo ravnjo strokovne podpore in več predhodnega dela pri vodenju skupine so se samoocenili kot kompetentnejši pri obvladovanju neželenega vedenja otrok. Rezultati kažejo, da hrvaški vzgojitelji potrebujejo usposabljanja za vodenje razreda/skupine in večji dostop do strokovnega podpornega osebja, ko delajo z učenci z neželenimi vedenji.Ključne besede: vodenje razreda, vzgojitelji, samoocena kompetenc, obvladovanje vedenja c e p s

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

“…Managing student behaviour changes (D2_9) seems to still be a challenge for teachers. It appears that this difficulty is not directly related to the experience gained [74], however, a more professional support/assistance supplemented by deeper knowledge of class management is believed to have an important role in the diminishment of these difficulties [75].…”

Early Childhood Educators’ Personality and Competencies for Teaching Children with Disabilities as Predictors of Their Professional Burnout

“…Razmatrajući odnos između osobina ličnosti, samoprocijenjene kompetentnosti za rad s djecom s teškoćama u inkluzivnim skupinama i triju dimenzija profesionalnog sagorijevanja, utvrđene su očekivane povezanosti.Implementacija inkluzivne obrazovne politike povećava zahtjeve edukatorima u inkluzivnim okruženjima, a ne osigurava dostatnu educiranost u inicijalnom obrazovanju ni osiguranoj profesionalnoj podršci (40,41). When considering the correlation between the personality traits, the self-estimated competency for teaching children with disabilities in inclusive settings and the three dimensions of professional burnout, the expected connections were determined.…”

“…When considering the correlation between the personality traits, the self-estimated competency for teaching children with disabilities in inclusive settings and the three dimensions of professional burnout, the expected connections were determined. The implementation of an inclusive education policy increases the demands from educators in inclusive environments, but it does not ensure sufficient education through initial education, nor does it provide the necessary professional support (40,41). Of all the personality traits, neuroticism has shown to be significantly correlated to all the dimensions of professional burnout, and extraversion and agreeableness have shown to be negatively correlated.…”

Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

“…In addition, a previous study found that teachers' sense of self-efficacy can be influenced by the preparation that they receive when developing their skills and knowledge [8,9]. Therefore, this research further examined the influence of a teacher's professional learning on their self-efficacy.…”

“…Verbal persuasion refers to the realistic feedback from others. The extra verbal support from others such as colleagues, principals, parents, and trainers will help teachers face challenging student behaviour [9,19,20]. Yet, the input can either strengthen the beliefs of efficacy or diminish them [13].…”