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

✍ Scribed by I. Bibou-Nakou; G. Kiosseoglou; And A. Stogiannidou

• Publisher: John Wiley and Sons
• Year: 2000
• Tongue: English
• Weight: 40 KB
• Volume: 37
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/(sici)1520-6807(200003)37:2<123::aid-pits4>3.0.co;2-1

✦ Synopsis

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.