Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors

Autor/inn/en	Yoder, Michelle L.; Williford, Amanda P.
Titel	Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors
Quelle	In: Early Education and Development, 30 (2019) 7, S.835-853 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1594531
Schlagwörter	Preschool Teachers; Teacher Attitudes; Preschool Children; Behavior Problems; Incidence; Teacher Student Relationship; Teacher Characteristics; Attribution Theory; Teacher Effectiveness; Self Efficacy + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorkommen; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit
Abstract	The ways in which teachers perceive and subsequently respond to preschoolers' behavior have significant implications for children's experience in the classroom. To further understand the nature and variability of teacher perception of young children's behavior, this study examined how teachers characterized the disruptive behaviors of a large and diverse sample of preschoolers (N = 2,427) at the beginning of the school year. Descriptive analyses provide extensive information regarding the frequency, severity, and comorbidity with which teachers reported preschoolers to display hyperactivity, inattention, and oppositionality in the classroom. Further, multilevel regression models allowed for examination of the association between perception of disruptive behavior and teachers' demographic, professional background, and belief characteristics. Research Findings: Findings provide a current understanding of the salience of classroom disruptive behavior as seen through the eyes of the preschool teacher and indicate a nuanced relationship between this perception and teacher characteristics. Specifically, findings highlight teacher race/ethnicity, behavioral attribution beliefs, and self-efficacy to be uniquely associated with perception of preschoolers' various behavior problems. Practice or Policy: Implications for teacher training and school-based intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01