The development of high school teachers efficacy in handling student misbehavior (TEHSM)

Costas Nicou Tsouloupas, Russell Lee Carson, S. Kim MacGregor

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The authors used representations associated with managing student misbehavior across disparate teaching experiences and teaching subjects to understand the development of teachers efficacy in handling student misbehavior (TEHSM), years of teaching experience, and teaching subject. Twenty-four high school teachers were individually interviewed. Transcriptions were analyzed employing content analysis. The comprehension, synthesizing, theorizing, and recontextualization of the data revealed 3 themes related to the development of TEHSM: (a) professional preparation and development from preservice through in-service years, (b) personal learning process, and (c) sources of support. Findings can inform the design of programs for the preparation and development of teachers.

Original languageEnglish
Pages (from-to)230-240
Number of pages11
JournalJournal of Educational Research
Volume107
Issue number3
DOIs
Publication statusPublished - 4 May 2014

Keywords

  • qualitative research
  • student behavior management
  • teacher efficacy beliefs
  • teaching experience

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