Personal and School Cultural Factors Associated With the Perceptions of Teachers’ Efficacy in Handling Student Misbehavior

Abstract

One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students.

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

“…More specifically, teachers' sense of efficacy is closely linked to teacher behaviors in the classroom (Ghaith & Yaghi, 1997;Guskey, 1988;Milner, 2002;Napoles & MacLeod, 2013;Önen & Kaygisiz, 2013), their ideology about classroom management (Woolfolk & Hoy, 1990), enthusiasm for teaching (Allinder, 1994;Ashton, 1984;Ashton & Webb, 1986), level of stress experienced in teaching (Smylie, 1988), burnout (Brouwers & Tomic, 2000;Oakes, Lane, Jenkins, & Booker, 2013), quality of teaching (Raudenbush, Bhumirat, & Kamali, 1992), use of alternative assessment (TaTar & Buldur, 2013), and job satisfaction (Caprara, Barbaranelli, Borgogni, & Steca, 2003;Caprara, Barbaranelli, Steca, & Malone, 2006). Teachers with higher levels of self-efficacy were less critical of students when they made errors (Ashton & Webb, 1986;Tsouloupas, Carson, & Matthews, 2014), less inclined to refer a difficult student to special education (Meijer & Foster, 1988;Podell & Soodak, 1993), and more willing to support and cope with students' Teaching Education 3 emotional and behavioral difficulties (Poulou & Norwich, 2002). Khoury-Kassabri (2012) examined 30 Arab schools across Israel and found that teachers with lower perception of their self-efficacy had higher support of the use of verbal or physical violence.…”

Quando un buon insegnate fa una buona lezione? Uno studio sulle caratteristiche sociocomunicative degli insegnanti in un caso di educazione ambientale

“…In linea con la letteratura (e.g., Tsouloupas, Carson, & Matthews, 2014), ci aspettiamo che le modalità di gestione della classe, nei suoi vari aspetti, messe in atto dagli insegnanti predicano relazioni adeguate e soddisfacenti tra insegnanti e allievi (ipotesi 1). Questa ipotesi verrà testata considerando il punto di vista dell'osservatore esterno che può svolgere un ruolo di valutatore neutrale e quindi avere una percezione consensuale della gestione della classe.…”

“…Molti studi si sono concentrati sul benessere scolastico inteso in termini di soddisfazione da parte degli studenti circa l'avere un insegnante con buone abilità specifiche nella trasmissione delle informazioni (e.g., Tian, Du, & Huebner, 2015;Onwuegbuzie, Witcher, Collins, Filer, Wiedmaier, & Moore, 2007;Zhang, 2004). Altri recenti studi suggeriscono che una relazione positiva fra insegnante e allievi risulta rilevante rispetto al grado di soddisfazione verso il docente e più in generale per la qualità della lezione, e pertanto tale relazione positiva influenza il grado di soddisfazione e la qualità della lezione stessa (e.g., Tsouloupas, Carson, & Matthews, 2014). In altre parole, diverse evidenze empiriche mostrano come sia centrale il ruolo delle buone prassi comunicative e sociali che l'insegnate può mettere in atto per favorire nei suoi allievi adeguati livelli di benessere scolastico.…”

Evaluating Positive Behavior Interventions and Supports (PBIS) : examining teachers' perceptions of managing student conduct and student achievement in PBIS and non-PBIS schools.

“…Student misbehavior has been an ongoing issue for school and district leaders, and adapting the culture of the school climate is a growing concern (Tsouloupas et al, 2014). The implementation of PBIS has been shown to improve school climate and decrease student behavior (Ross & Horner, 2007).…”

“…Tsouloupas, Carson, and Matthews (2014) found teachers who considered themselves to be extroverts (engaged in social interaction) were more likely to rate themselves as having higher efficacy and were more likely to build a strong rapport with students in the classroom. Teachers who viewed themselves as having higher efficacy were likely to have better results in handling student misbehavior.…”