Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Morris-Rothschild, Britta K.; Brassard, Marla R.

doi:10.1016/j.jsp.2006.01.004

Cited by 121 publications

(73 citation statements)

References 44 publications

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“…There is some evidence that global relationship orientations of teachers shape their daily emotional lives, which converges with notions from attachment scholars about the influence of attachment styles on emotion regulation (Cassidy 1994). Clinical experience and scientific research suggest that teachers with a history of avoidant attachment are more inclined to dismiss or neutralize emotional aspects in their interactions with students (Morris- Rothschild and Brassard 2006;Pianta 1999b). Dismissive teachers may be less hindered by poor teacherstudent relationships because they are more inclined to distance themselves from others and to interact in a more controlling and task-focused way.…”

Section: The Effects Of Teachers' Mental Relationship Models On Emotimentioning

confidence: 99%

“…Preoccupied teachers may take relational conflict more personal because they tend to hold high, unrealistic expectations of relationships with students. This may cause more intense negative emotions in the context of a limited flexibility to cope with these emotions (Horppu and Ikonen Varila 2004;Morris-Rothschild and Brassard 2006). This suggests that the negative effects of poor teacher-student relationships on teacher wellbeing are dependent on teachers' relationship styles.…”

Section: The Effects Of Teachers' Mental Relationship Models On Emotimentioning

confidence: 99%

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Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

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Section: The Effects Of Teachers' Mental Relationship Models On Emotimentioning

confidence: 99%

Section: The Effects Of Teachers' Mental Relationship Models On Emotimentioning

confidence: 99%

Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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“…This orientation will enhance a sense of self-efficacy among teacher trainees in their future educational work (Morris-Rothschild & Brassard, 2006). Students who demonstrate a high sense of self-efficacy evaluate their academic work as being more efficient and resolve problems more effectively (Bates & Khasawneh, 2007).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Walter

2013

JSE

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Emotional Intelligence (EI) has proved to be a promising concept in the fields of psychology and education. EI is still being regarded cautiously as a 'gold standard' for measurement and prediction for acceptance for teacher training program. This study examines the potential contribution of four measures -EI, teaching self-efficacy (TSE), psychometric exam grades, and grades of teaching skills during field training. The research population comprised 100 student teachers from college in northern Israel. The findings will help to shed more light on the implications of EI and point to future directions in the evaluation, selection and training of excellent teachers.

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“…Repeated conflict and disciplinary problems with children who are disruptive (or difficult to manage) has been linked to increased emotional distress/exhaustion, 9 occupational dissatisfaction, and "burnout" for teachers (Cazares, 2009;Hastings & Bham, 2003;Morris-Rothschild & Brassard, 2006). The combination of challenging child behaviors and feelings of frustration (and low self-efficacy) are commonly reported reasons why teachers leave the profession (Brownell & Smith, 1992).…”

Section: Early Intervention For Social and Behavioral Problemsmentioning

confidence: 99%

“…shown that disruptive behaviors are one of the single greatest challenges teachers face in providing quality programming (Arnold et al, 1998), Further, repeated conflict and disciplinary problems with children who are disruptive (or difficult to manage) has been linked to increased emotional distress/exhaustion, occupational dissatisfaction, and "burnout" for teachers (Brownell & Smith, 1992;Cazares, 2009;Hastings & Bham, 2003;Morris-Rothschild & Brassard, 2006).…”

Section: Teaching Efficacy and Job Satisfactionmentioning

confidence: 99%

Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

Campbell¹

2010

PsycEXTRA Dataset

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Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Cited by 121 publications

References 44 publications

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Emotional Intelligence and Teaching Self-Efficacy as Predictors of Teaching Ability

Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

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