A Proactive Classroom Management Model to Enhance Self-Efficacy Levels in Teachers of Adolescents Who Display Disruptive Behaviors

Abstract

The aims of this project were to determine teachers' self-efficacy levels at baseline and after participating in a proactive classroom management model intervention. Teachers (N = 26) were recruited from a rural middle school in a south central state. Data required for analysis were drawn from the Teachers' Sense of Efficacy Scale (long form). A statistically significant difference (t[25] = 7.68, p < 0.001) was noted in teachers' self-efficacy levels from pre- to post-intervention. Findings support the need for proactive classroom management training for teachers as well as the need for psychiatric and mental health nurse consultants within the school system. Teacher classroom management strategies should also include appropriate response to individual student's needs, effective communication, and insight regarding the behaviors of students from diverse backgrounds.

La relation avec les élèves : une dimension clé de la gestion de classe pour la planification d’un enseignement différencié

“…D'un côté, plusieurs recherches ont suggéré qu'un SEP à gérer la classe est augmenté par des formations spécifiques sur la gestion de classe (Benhar, 2009;Dufour, 2010;Gaudreau et al, 2013;Pace et al, 2014). Certaines recherches ont aussi conclu que la mise en place de communautés d'apprentissage professionnelles permet d'atteindre le même genre de résultats Moreau et al, 2013).…”

Teachers’ self-efficacy beliefs about pedagogical differentiation strategies

“…On the other hand, other studies suggest that teachers with high self-efficacy beliefs evaluate themselves as more effective at the pedagogical level, since they are able to perform more effective classroom management and promote the participation of all students (Brouwers & Tomic, 2000;Caprara, Barbaranelli, Steca, & Malone, 2006). In the same direction, Klassen and Chiu (2010) also found that teachers with higher self-efficacy achieve better classroom management, promote more experiences and carry out more educational activities in the classroom, without the problems of disruptive behaviors, so the teacher holds the ability to accommodate and respond to challenging students (Aloe, Amo, & Shanahan, 2014), whereas teachers with low self-efficacy struggle to achieve a positive environment (Aloe, Amo, & Shanahan, 2014;Marzano & Marzano, 2003), as disruptive environments negatively affect the learning of all students (Pace, Boykins, & Davis, 2014).…”

An Investigation Into Chinese EFL Teachers’ Self-Efficacy and Stress as Predictors of Engagement and Emotional Exhaustion

“…A person with high self-efficacy actively seeks difficult projects, spends extra time and effort toward success, and does not give up even if their goals are not met (Buric & Macuka, 2018). The academic authorities can boost English educators' self-efficacy levels by providing activities that will improve their leadership skills and make them more capable of conducting educational activities (Pace et al, 2014). An educator's efficacy refers to how effective educators think they are at in helping learners to succeed, and it affects their education (Tschannen-Moran & Woolfolk-Hoy, 2001).…”