How teachers respond to concerns about misbehavior in their classroom

The Relationship between Novice and Experienced Teachers’ Self-efficacy for Personal Teaching and External Influences

“…The importance of self-efficacy in behavior management has been highlighted by Martin and colleagues (Martin et al, 1999) who proposed that teachers' responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.…”

“…For instance, less confident teachers are more likely to become angered and threatened by misbehavior (Ashton, Webb, & Doda, 1983, as cited in Dembo & Gibson, 1985); use inappropriate management techniques (Martin et al, 1999;Pettit, Bates, & Dodge, 1992); and frequently refer students to other school personnel (Martin et al, 1999). In comparison, confident teachers believe that difficult students are teachable (Buell, Hallam, Gamel-McCormick, & Sheer, 1999); they offer more support (Ashton & Webb, 1986); and use proactive approaches to behavior management (Blankenship, 1988;Cartledge & Johnson, 1996).…”

“…In comparison, confident teachers believe that difficult students are teachable (Buell, Hallam, Gamel-McCormick, & Sheer, 1999); they offer more support (Ashton & Webb, 1986); and use proactive approaches to behavior management (Blankenship, 1988;Cartledge & Johnson, 1996). It has been posited that teachers who fail to handle disruptive behaviors with confidence may precipitate or exacerbate behavior problems (Martin et al, 1999;Pettit et al, 1992). Given these findings, it appears that teachers most effective in dealing with misbehavior are those teachers most confident in their ability to teach difficult students.…”

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).…”

Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement

“…It is of such import in K-12 settings that student teachers and practicing teachers are routinely evaluated on their classroom management skills (Acheson & Gall, 2003;Danielson & McGreal, 2000;Nolan & Hoover, 2008). Student teachers and novice teachers often cite classroom management issues as their greatest challenge (Burnard, 1998;Martin, Linfoot, & Stephenson, 1999;Silvestri, 2001;Stallion & Zimpher, 1991), precisely because it involves a synthesis of a wide range of components, many of which are not clearly articulated in teacher training programs (LePage et al, 2005;Merrett & Wheldall, 1993). Even when they do receive explicit training, it can take time for teachers to master this synthesis and orchestrate the desired outcome.…”