Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services

Identification of discipline violations and its role in planning corrective and preventive discipline in school

“…As the most frequent discipline violation, both teachers and students mention distruption of lessons. These results are similar to the results of earlier surveys (Bruce & Murray, 1993;Tulley & Chiu, 1995;Bibou-Nakou et al, 2000) whose intention was to identify the teachers' perceptions of the most frequent discipline problems, rather than indicating how discipline problems are perceived by the students. In our survey, teachers and students mention most of the discipline problems that were found in previous surveys.…”

“…Secondly, the study tries to help understanding of why teachers behave in certain ways in certain situations. Studies (Davis & Sumara, 1997;Bibou-Nakou et al, 2000) have confirmed that teachers' convictions about discipline problems have a major impact on how they understand events in class and how they respond to them. The biggest contribution of the study, however, is that it reveals those violations that should be given more attention in the future.…”

“…Bruce & Murray, 1993;Tulley & Chiu, 1995;Bibou-Nakou et al, 2000) whose intention was to identify the teachers' perceptions of the most frequent discipline problems in class/school, but these have not been concerned with how discipline problems are perceived by the students. The students' views, opinions and experiences regarding school life and work are still not sufficiently known and considered, even though students are, of course, besides teachers, the principal source of information about what is going on in school.…”

A comparison of Australian and Chinese teachers' attributions for student problem behaviors

“…However, a few studies showed that teacher and school factors were also considered important (Hughes et al, 1993;Maxwell, 1987;Mortimore, Davies, Varlaam, & West, 1983;Poulou & Norwich, 2000). Increasingly, researchers have established links between teachers' causal attributions and discipline-related practices (Bibou-Nakou, Kiosseoglou, & Stogiannidou, 2000;Bibou-Nakou, Stogiannidou, & Kiosseoglou, 1999;Brophy, 1996;Brophy & Rohrkemper, 1981;Davis & Sumara, 1997;Goyette et al, 2000;Hughes et al, 1993;Poulou & Norwich, 2000). In general, students are more subject to punitive measures if they are perceived to have control over the cause of the problem, and teachers would be more sympathetic and willing to help students viewed as victims of circumstances (Brophy, 1996;Brophy & Rohrkemper, 1981;Natriello & Dornbusch, 1984;Tollefson, 2000).…”

Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

“…Researchers have suggested that teacher perceptions of student misbehaviour are important predictors of teacher confidence and of teachers' responses to misbehaviour *Corresponding author. Email: paul_caldarella@byu.edu (Arbuckle & Little, 2004;Bibou-Nakou, Kiosseoglou, & Stogiannidou, 2000;Henricsson & Rydell;Martin, Linfoot, & Stephenson, 1999).…”