Behavior Management: An Examination of Perceptions Held by Early Career Teachers in Elementary Title I Schools in North Texas

Autor/in	Sendejo, Victoria Rebecca
Titel	Behavior Management: An Examination of Perceptions Held by Early Career Teachers in Elementary Title I Schools in North Texas
Quelle	(2022), (256 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Wesleyan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9009-9
Schlagwörter	Hochschulschrift; Dissertation; Student Behavior; Behavior Modification; Classroom Techniques; Elementary School Teachers; Beginning Teachers; Educational Legislation; Federal Legislation; Low Income Students; Teacher Attitudes; Behavior Problems; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerverhalten
Abstract	The purpose of this qualitative study was to examine the perceptions of kindergarten through second grade early career teachers (ECTs) as it pertains to behavior management in elementary Title I schools and the supports they perceive they need to effectively manage disruptive behaviors of their students. This study was accomplished by a) holding a focus group with elementary administrators, and interviews of individual administrators who work in elementary Title I schools; b) conducting a survey among twenty kindergarten through second grade ECTs who work in elementary Title I schools; c) interviewing nine kindergarten through second grade ECTs who work in elementary Title I schools; and conducting nine classroom observations in elementary Title I schools. Participants were kindergarten through second grade ECTs who worked at North Texas elementary Title I public schools. The findings of this study may be of specific value to veteran teachers and campus staff or administrators as they support ECTs who are struggling with behavior management. These findings may help discover identifying factors that lead to ECTs leaving the profession. Administrators may learn insights that can decrease teacher attrition and increase teacher retention by developing a better understanding of ECTs perspectives and needs for support. The theoretical frameworks of Bandura's (1977) theory of self-efficacy and Vygotsky's (1978) sociocultural theory laid the foundation for this study as potential support options are pertinent and appropriate as they may assist ECTs to understand, retain, and apply the relevance of their new learning and transfer it to their current lived experiences successfully. Ultimately, decreasing challenging behavior incidents and increasing student engagement could impact teacher attrition, increase teacher retention, and improve student engagement as more time is allotted to instruction and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01