The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

Abstract

The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers’ attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils’ misbehaviour at least as much to teachers’ and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers’ attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers’ perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers’ views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers’ constructions of behaviour and special educational needs.

Varying reasons of young learners’ problem behaviours according to novice ELT teachers

“…Although the mean score was not as high as that of female teachers, male teachers also seemed to accept their own behaviours might trigger misbehaviour. This finding is in accordance with Miller (1995), and Gibbs & Gardiner (2008). This difference between male and female teachers' perception might also stem from their understanding of classroom management and misbehaviour.…”

“…The questionnaire was subcategorized into four parts in accordance with the study conducted by Gibbs & Gardiner (2008). This was done to find out which factor is seen as the most effective reason of problem behaviours by male and female teachers.…”

“…The teachers were given a questionnaire developed by Miller et al (2000). The pilot study of this questionnaire was conducted by Gibbs and Gardiner (2008), and the study revealed that the instrument might be utilized to gather data about teachers' perceptions.. The questionnaire was sent to the participants by e-mail and they were invited to contact with the researchers at any point that they could not understand.…”

“…Since the numbers of male and female teachers were equal, the data obtained from these two groups were compared through independent sample t-test analysis. The findings were then explained according to factor analysis cited by Gibbs & Gardiner (2008) for a similar study comparing primary and secondary teachers' perceptions.…”

“…For instance, Houghton, Wheldall & Merrett (1988) investigated the problem behaviours which teachers find most troublesome; Greenlee & Ogletree (1993) studied teachers' attitudes toward student discipline problem and classroom management strategies; Gibbs & Gardiner (2008) focused on cross-phase and cross-cultural investigation of primary and secondary teachers' attributions for pupils' misbehaviour; and more recently, Ozben (2010) investigated teachers' strategies to cope with student misbehaviour. Sadık (2008) concluded in another study that teachers found the intervention strategies as preventive and repairing.…”