Premium
Predictors of teachers perceived self‐competence in classroom management
Author(s) -
Safran Stephen P.,
Safran Joan S.,
Barcikowski Robert S.
Publication year - 1990
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 - 10.1002/1520-6807(199004)27:2<148::aid-pits2310270210>3.0.co;2-u
Subject(s) - psychology , socioeconomic status , competence (human resources) , scale (ratio) , academic achievement , regression analysis , variance (accounting) , exploratory factor analysis , multivariate analysis , explained variation , developmental psychology , mathematics education , social psychology , psychometrics , statistics , population , physics , demography , mathematics , accounting , quantum mechanics , sociology , business
The purpose of this exploratory study was to identify predictors of teacher manageability beliefs (the degree to which teachers believe they can personally manage a behavior). One hundred and eighty‐two teachers completed the 39‐item, nine‐subtest Teacher Manageability Scale (TMS), which asked participants to rate each behavior (on a 5‐point scale) by responding to the question “How easily can you manage the behavior when any student…?” Results of a multivariate regression analysis evaluating the relationship between the nine subtests (dependent variables) and eleven teacher‐reported independent variables indicated that between 13% and 18% of the variance was predicted for the six TMS subtests achieving significance. The variables related to the greatest number of dependent measures were student academic achievement and socioeconomic status. Surprisingly, principal's disciplinary support and class size (enrollment) failed to predict even a single subtest. Implications for professional educators working with students identified for special educational services and future research are discussed.