Validation of Attitudes and Beliefs on Classroom Control Inventory among Beginning Teachers in Singapore Schools

Quek, Chai; Liu, Cong; Kang, Shuangjuan; Wang, Qiyun; Nonis, Darren Anthonio Marino

doi:10.1007/s40299-013-0168-8

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…In effective classroom management, teachers' belief is also important to be taken into account. Problems related with classroom management can happen to all teacher categories with different beliefs (Quek, Liu, Kang, Wang, & Nonis, 2015) both in the eyes of beginning teachers and experienced teachers (Baldwin, and Latz, 1992). Less experienced teachers tend to relate managing classroom with students' discipline;…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL Teachers’ Beliefs on Classroom Management

Isa

2020

KSS

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This survey study was carried out to unveil 397 Indonesian EFL teachers’ beliefs on classroom management. They were recruited by means of convenience sampling technique. As a platform, online survey was used. Two subscales, Instructional Management (IM) and People Management (PM), in the questionnaire were of used. The findings indicated that most of the respondents agreed to include IM as a crucial factor in classroom management followed by PM. Their beliefs were also predictable based on teacher category, teaching institution, and working status. While, gender could not significantly predict the beliefs. This study yielded recommendation for classroom teachers and policymakers. Keywords: Beliefs, classroom management, instructional management, people management.

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Section: Introductionmentioning

confidence: 99%

Indonesian EFL Teachers’ Beliefs on Classroom Management

Isa

2020

KSS

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Teacher Beliefs: Why They Matter and What They Are

Sabarwal¹,

Abu-Jawdeh

Kapoor³

2021

The World Bank Research Observer

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Teacher effectiveness is low in many developing countries. How can it be improved? We show that understanding teacher beliefs may be an important but overlooked part of the puzzle. Our review of recent evidence shows that teacher beliefs can impact student outcomes directly; they can also mediate policy implementation. Despite this, we find that teacher beliefs are seldom accounted for or even measured in impact evaluations of teacher-focused programs. Most of these programs ultimately fail to change teacher behavior. Next, using survey data from 20,000 teachers across nine developing countries, we discuss teacher beliefs about their role, their effort, and their students’ learning. We uncover four insights. First, teachers exhibit fixed mindsets on the learning potential of disadvantaged students. For instance, nearly 43 percent of teachers believe that “there is little they can do to help a student learn” if parents are uneducated. Second, in most countries, more teachers believe that students deserve additional attention if they are performing well than if they are lagging behind. This suggests that teachers may be reinforcing rather than compensating for baseline gaps in student levels. Third, there is some normalization of absenteeism—nearly one in four teachers believe it is acceptable to be absent if students are left with work to do. Finally, teacher support for pay-for-performance varies widely across countries.

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Validation of Attitudes and Beliefs on Classroom Control Inventory among Beginning Teachers in Singapore Schools

Cited by 2 publications

References 13 publications

Indonesian EFL Teachers’ Beliefs on Classroom Management

Indonesian EFL Teachers’ Beliefs on Classroom Management

Teacher Beliefs: Why They Matter and What They Are

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