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Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services
Author(s) -
BibouNakou I.,
Kiosseoglou G.,
Stogiannidou And A.
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200003)37:2<123::aid-pits4>3.0.co;2-1
Subject(s) - attribution , psychology , perception , classroom management , school teachers , school psychology , developmental psychology , social psychology , mathematics education , pedagogy , neuroscience
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. © 2000 John Wiley & Sons, Inc.