School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships

Mahabbati, Aini; Prabawati, Wening

doi:10.18844/cjes.v17i5.7304

Cited by 2 publications

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“…The school climate will influence the school connection of students. High levels of problem behavior among students were found to be correlated with low school connectedness and problems in school climate [35].…”

Section: ) Discussionmentioning

confidence: 95%

Ecological Components of School-Based Positive Behavior Support for Responding to Students Problem Behavior in Inclusive Schools: A Literature Review

Mahabbati,

Purwanta,

Astuti

2023

Advances in Social Science, Education and Humanities Research

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Students with behavior problems experience personal, social, and learning problems. Their behavior problem can cause disruptions in learning and other activities at school. Positive Behavior Support (PBS) is a framework for responding systematically and procedurally to students' behavior problems in schools. The PBS's processes and procedures have ramifications for the participation of numerous interdependent and mutually supportive parties. The purpose of this literature study is to investigate the components of school ecosystem and their significance in the implementation of the PBS by reviewing and analysing eleven relevant papers from the Scopus and Google Scholar databases. The findings reveal that PBS practices include multiple stakeholders in interdependent interactions to maintain the sustainability, fidelity, and effectiveness of PBS implementation. The components found in the articles are the closest stakeholders that have direct relation to students (the microsystem) (teachers, school leaders, school consultants, school PBS teams, school psychologists, peers, and parents). Interconnections with various activities between microsystem components (mesosystem) are also found in the reviewed articles. The visible ecosystem component of the educational system derives from the interconnections. The role of each school ecosystem component in PBS focuses on student progress, ensuring fidelity, and achievement of positive goals for students and service advancement.

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Section: ) Discussionmentioning

confidence: 95%

Ecological Components of School-Based Positive Behavior Support for Responding to Students Problem Behavior in Inclusive Schools: A Literature Review

Mahabbati,

Purwanta,

Astuti

2023

Advances in Social Science, Education and Humanities Research

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“…As mentioned, teacher stress can have negative effects on student relationships. In addition, research examining the influence of classroom management practices has revealed that implementing active and interactive learning, support services, and positive emotional feedback can increase overall connectedness and engagement (Mahabbati et al, 2022). Displaying the potential benefits of measuring feelings of school connectedness more frequently to determine which practices and emotions may have an effect on overall feelings of school connectedness.…”

Section: Theoretical Framing Of Teacher Emotion In a Dynamic Environmentmentioning

confidence: 99%

Are “well” teachers “better” teachers? A look into the relationship between first-year teacher emotion and use of evidence-based instructional strategies.

Mennes,

von der Embse,

Kim

et al. 2024

School Psychology

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Teachers experience significant stress with 93% reported high levels of stress (Herman et al., 2018), and literature examining teacher stress levels during the COVID-19 pandemic reveals that 30 percent of teachers experience significantly high levels of stress (Silva et al., 2021). Low levels of teacher well-being and higher levels of stress have been linked to punitive behavior management (Jennings & Greenberg, 2009) and lower student academic achievement (Goddard et al., 2000). The aim of the present study is to explore the relationship between teacher emotion and use of evidence-based instructional strategies that promote student success. In this study, 17 first-year teachers completed a novel measurement, inclusive of single-item scales intended to assess feelings of stress, efficacy, and school connectedness, several times a day, each day of the week, for 1 month. The classroom strategies assessment system of evidence-based academic and behavioral instructional strategies was used in weekly teacher observations. Results indicated validity between these single-item scales and established measures of teacher well-being. A positive relationship between teachers’ in-the-moment well-being and evidence-based instruction was found, as well as substantial variation in teacher emotional response across days and weeks. Implications and future directions are discussed.

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School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships

Cited by 2 publications

References 0 publications

Ecological Components of School-Based Positive Behavior Support for Responding to Students Problem Behavior in Inclusive Schools: A Literature Review

Ecological Components of School-Based Positive Behavior Support for Responding to Students Problem Behavior in Inclusive Schools: A Literature Review

Are “well” teachers “better” teachers? A look into the relationship between first-year teacher emotion and use of evidence-based instructional strategies.

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