Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services

Ioanna Bibou-Nakou · Grigoris Kiosseoglou · And A. Stogiannidou

93 citations0/0 files storedPsychology in the Schools

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Behavioral and Psychological Studies Education, Psychology, and Social Research Education Discipline and Inequality

Abstract

The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal-directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were significantly associated with teachers' preferred practices. Our results support the application of psychological principles to educational practice through an understanding of teachers' discipline-related theories. © 2000 John Wiley & Sons, Inc.

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References

1985An attributional theory of achievement motivation and emotion.1981A Critical Theory of Adult Learning and Education 1996A review of research on teacher beliefs and practices 1975Achievement Motivation and Attribution Theory.1992Human Motivation: Metaphors, Theories, and Research 1994The emerging beliefs and instructional practices of preservice English as a second language teachers 1990Measuring and changing teachers' differential behavior as perceived by students and teachers.1993How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management

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