How teachers respond to concerns about misbehavior in their classroom

Andrew J. Martin, Ken Linfoot*, Jennifer Stephenson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

65 Citations (Scopus)

Abstract

The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school-based support. Concern about misbehavior was positively associated with the use of non-physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively-focused and teacher-focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel.

Original languageEnglish
Pages (from-to)347-358
Number of pages12
JournalPsychology in the Schools
Volume36
Issue number4
DOIs
Publication statusPublished - 1999
Externally publishedYes

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