Teacher's Classroom Management Behavior and Students' Classroom Misbehavior: A Study with 5th through 9th-Grade Students

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  • Additional Information
    • Availability:
      University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/index.php
    • Peer Reviewed:
      Y
    • Source:
      24
    • Education Level:
      Grade 5
    • Subject Terms:
      Teacher Behavior; Classroom Techniques; Student Behavior; Behavior Problems; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Correlation; Teacher Attitudes; Self Efficacy; Discipline; Foreign Countries; Secondary School Teachers; Questionnaires; Predictor Variables; Factor Analysis; Statistical Analysis
    • Subject Terms:
      Portugal
    • Accession Number:
      10.14204/ejrep.43.17075
    • ISSN:
      1696-2095
    • Abstract:
      Introduction: Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students' opportunity to learn. Method: The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher's classroom management, teacher's perceived time spend with misbehavior, teacher's self-efficacy, and teacher's perceived classroom misbehavior. A conditional process analysis of the relation between teacher's classroom management and teacher's perceived classroom misbehavior with mediator and moderator variables was tested. Results: Generically the results show that (1) teachers who perceive themselves as more controllers of students' behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher's self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior. Discussion and Conclusion: Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students' misbehavior.
    • Abstract:
      As Provided
    • Number of References:
      47
    • Publication Date:
      2017
    • Accession Number:
      EJ1162602