Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      High Schools
      Secondary Education
      Postsecondary Education
      Higher Education
    • Subject Terms:
      Foreign Countries; Student Teachers; Discipline; Educational Environment; Questionnaires; Multiple Regression Analysis; Teacher Education Programs; Classroom Techniques; Student Teacher Attitudes; Student Behavior; Secondary School Students; Measures (Individuals); Likert Scales; Student Surveys; Teacher Surveys; Teacher Behavior; Classroom Environment; Self Concept
    • Subject Terms:
      Netherlands
    • Subject Terms:
      Questionnaire on Teacher Interaction
    • Accession Number:
      10.1080/03055698.2013.814562
    • ISSN:
      0305-5698
    • Abstract:
      Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student teachers' beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on control and affiliation, control orientation and anticipated student responses on control and affiliation. All participants were student teachers of a one-year teacher education programme for secondary education in the Netherlands. Student questionnaires were used to measure discipline strategies ("n"?=?2506). Student teachers' ("n"?=?104) self-images, control orientation and anticipated student responses were measured with student teacher questionnaires. Results of the multiple regression analyses showed that student teachers' sensitive and directive discipline strategies are explained best by self-images on control; aggressive discipline strategies are explained best by self-images on affiliation and by control orientation. Apart from the possible academic interest in these particular findings, results are believed to be useful in a practical sense, in particular for teacher education programmes.
    • Abstract:
      As Provided
    • Number of References:
      56
    • Publication Date:
      2014
    • Accession Number:
      EJ1020862