Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy

Autor/inn/en	Conner, Niamh; Jones, Don; Garza, Kristopher
Titel	Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy
Quelle	In: Research in Higher Education Journal, 41 (2022), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Classroom Techniques; Self Efficacy; Teacher Attitudes; Measures (Individuals); School Districts; Faculty Development; Behavior Problems; Student Behavior; Correlation; Constructivism (Learning); Academic Achievement; Teaching Guides; Student Improvement; Urban Schools; Disadvantaged; Institutional Characteristics; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Messdaten; School district; Schulbezirk; Student behaviour; Schülerverhalten; Korrelation; Schulleistung; Lehrerhandbuch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this study the local school district has historically had a lack of professional development (PD) in classroom management, challenging student behaviors in many classrooms are on the rise which is resulting in decreased teacher self-efficacy. The main purpose of this quantitative, correlational study, which was influence by a constructivist theoretical framework, was to examine the relationship between teachers' self-efficacy in the classroom while addressing challenging student behaviors and the quantity of PD that the teachers have had in classroom management. The convenience sample contained 99 teachers from 8 elementary schools; this total was based upon a response rate of 45%. The instrument, the Teacher Sense of Efficacy Scale (TSES), was administered via SurveyMonkey®. Although the Pearson product-moment correlation showed that PD in classroom management and teachers' self-efficacy were not significantly related, the descriptive TSES results indicated that teachers needed specific guidance in addressing challenging students, as evidenced by the lowest score on the TSES for the question asking teachers how well they are able to educate the most difficult students. Instead of planning another series of broad PD sessions for teachers, a behavior management manual was designed to simultaneously help teachers manage challenging student behaviors and increase their self-efficacy in the classroom when addressing challenging student behaviors. The goal is to provide teachers with a manual that they can reference to find resources to address challenging student behaviors and allow them to focus on academic achievement. This behavior management manual for teachers has implications for positive social change in that it can educate teachers on how to manage challenging student behaviors and potentially improve academic performance. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01