Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

Paramita, Pramesti Pradna; Sharma, Umesh; Anderson, Angelika

doi:10.1080/0305764x.2019.1670137

Cited by 13 publications

(23 citation statements)

References 48 publications

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“…However, Beth's perspectives on her students' behaviour and her thought of embedding fear into her students might be influenced by the lack of training on strategies specifically for managing challenging student behaviour. It is also stated in Paramita et al [4], where cases were discovered in which teachers believed that physical punishment was acceptable to teach and discipline students. In compliance with Paramita et al [4], Alvarez [18] found that with training, teachers will propose more positive and active interventions as they will be less stressed out.…”

Section: Teachers' Professional Learningmentioning

confidence: 90%

“…It is also stated in Paramita et al [4], where cases were discovered in which teachers believed that physical punishment was acceptable to teach and discipline students. In compliance with Paramita et al [4], Alvarez [18] found that with training, teachers will propose more positive and active interventions as they will be less stressed out. Consequently, training and preparation can enhance teacher's self-efficacy [19].…”

Section: Teachers' Professional Learningmentioning

confidence: 90%

“…However, studies found that Indonesian teachers feel unprepared and have a lack of competency in managing challenging students' behaviour [2,3]. Some Indonesian teachers still implement corporal punishment to deal with challenging behaviour as they believe it to be the correct method to discipline students [4]. To contrast, in other cases, teachers may also become the target ICHSS of student bullying.…”

Section: Introductionmentioning

confidence: 99%

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Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

Zahr

2022

KSS

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One of the issues commonly faced by teachers is managing students’ challenging behaviour. This behaviour might lead to teachers’ frustration and helplessness, especially in novice teachers. In addition, the issues that arise from this challenging behaviour, such as bullying towards peers and teachers, increase the necessity for teacher competence in managing these problems. However, previous studies have found that some Indonesian teachers claim to be unprepared when dealing with students’ challenging behaviour. Thus, this study analysed the self- efficacy of novice teachers from two Indonesian junior high schools in managing challenging behaviour and the influence of their professional training on their sense of self-efficacy. The study used a narrative inquiry methodology and the participants’ accounts of their experiences were collected through semi-structured interviews. Through the participants’ narratives, it was found that the teachers in this study were influenced differently by the sources of self-efficacy, and that their self-efficacy differed. These differences could have been affected by the varying levels of professional training that the teachers had received. Keywords: self-efficacy, student’s challenging behaviour, novice teacher, professional training

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Section: Teachers' Professional Learningmentioning

confidence: 90%

Section: Teachers' Professional Learningmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

Zahr

2022

KSS

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show abstract

“…Other troublesome behaviour for teachers includes disrespect, aggression, excessive talking, and lack of attention (Hitipeuw, 2012). Research conducted by Paramita et al (2022) further shows that the problem of student behaviour is not only faced by teachers during face-to-face meetings in class but also during distance learning due to the Covid-19 pandemic. Behaviours such as excessive talking, not paying attention, and playing during lessons occur in offline and online learning situations.…”

Section: Introductionmentioning

confidence: 99%

“…It may reduce students' opportunities to learn and impact teacher stress levels and consequently trigger aggressive teacher responses to students (Montuoro & Mainhard, 2017). News reports in the Indonesian mass media have shown the widespread use of physical punishment by teachers to students who are seen as having behavioural problems (Paramita et al, 2019). Despite the shared argument that teacher punishment is aimed at educating the students, international literature has shown that the use of physical punishment, such as hitting, slapping, or asking students to do various physical activities as punishment, has proven to be ineffective and may cause other negative impacts (Armstrong, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teacher Participation in Professional Learning Programs in Classroom Behavior Management

Paramita

Andriani²,

Handayani³

et al. 2023

J. Prim. Edukasia

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Professional learning can help teachers to develop their knowledge and abilities to support their functions and roles as educators. However, studies show that most teachers in Indonesia have not been involved in continuing professional development. This study aims to describe the professional learning program that has been attended by elementary school teachers in Indonesia regarding classroom behavior management. The results of this study indicate that only some of the teacher participants stated that they had participated in a professional learning program on managing student behavior in the classroom. Organizers of the professional learning programs attended by teachers include the Ministry of Education, Culture, Research, and Technology, schools, universities, and other community members. Participants also shared about the benefits of these activities in managing student behavior in the classroom. The results of this study suggest the importance of implementing more professional learning programs that focus on managing student behavior in the classroom, which are designed effectively to have a direct impact on behavior management practices carried out by teachers in the classroom

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Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates

Opoku,

Elhoweris,

Moustafa

et al. 2023

Journ Child Adol Trauma

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Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

Cited by 13 publications

References 48 publications

Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

Teacher Participation in Professional Learning Programs in Classroom Behavior Management

Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates

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