The Relation between Pre-school Teachers' Classroom Experiences and their Perceived Control over'Child Behaviour

Hammarberg, Annie; Hageküll, Berit

doi:10.1080/03004430215099

Cited by 16 publications

(16 citation statements)

References 40 publications

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“…There were no other effects, neither main nor interaction effects on change between sex and group for these two classroom variables. In other analyses we have found connections between teachers' perceived control over their class and the proportion of boys as well as with the degree of externalizing behaviours in the classroom (Hammarberg and Hagekull, 2002). However, at this point in time we do not know if changes are caused by child, family, school, community factors, or more likely, complex interactions between these variables.…”

Section: Final Commentsmentioning

confidence: 90%

“…However, in the classroom this may not always be the case. Teachers have often expressed that it is more difficult to control externalizing behaviours in boys than in girls (Ebbeck, 1984;Hammarberg and Hagekull, 2002;Stephenson et al, 2000). As a means to reduce externalizing behaviours, boys often receive both positive and negative responses from their teachers (Hagekull and Hammarberg, 2004).…”

Section: Negative Changementioning

confidence: 99%

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Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6-yearolds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were.

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Section: Final Commentsmentioning

confidence: 90%

Section: Negative Changementioning

confidence: 99%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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“…Five items targeting teachers' perceived control in the classroom used 5-point Likert-type frequency ratings (ranging from rarely to most of the time ) to indicate how often teachers felt in control of aspects of their job (i.e., child behavior, communication with parents, and personal time during the workday; Curbow et al, 2000; Hammarberg & Hagekull, 2002). For example, items inquired about the amount of control teachers had over “the types of activities you do,” “getting parents to be consistent with how you deal with a child,” and “getting children to do what you want.” Items inquiring about teachers' perceived control were taken from the Job Control subscale of the Child Care Worker Job Stress Inventory, which has been validated in previous research (Curbow et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

Sandilos

Cycyk

Hammer

et al. 2015

Early Education and Development

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Research Findings This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

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“…The study stated, teachers, frequently encountered physically aggressive behaviors among other behaviors that was classified under four categories (physical, verbal, against the objects, and symbolic aggression). Hammarberg and Hagekull (2002) also discovered that externalized aggressive behaviors (beating, pushing, harming goods and so on) were among the behaviors that troubled teachers the most and that were difficult to control.…”

Section: Discussionmentioning

confidence: 99%

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

2015

EDUC SCI-THEOR PRACT

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This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in-and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children.

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The Relation between Pre-school Teachers' Classroom Experiences and their Perceived Control over'Child Behaviour

Cited by 16 publications

References 40 publications

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

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