Reasons for aggressive classroom management and directions for change through teachers’ professional development programmes

Shlomo Romi, Merav Salkovsky, Ramon (Rom) Lewis

    Research output: Contribution to journalArticlepeer-review

    5 Scopus citations

    Abstract

    This investigation was designed to determine whether there are significant relationships between the reasons teachers provide for aggressive classroom management techniques and the type of professional education created to help them reduce their reliance on such techniques. The study reports data from a survey of 192 Australian teachers showing that teachers’ gender and their school (primary or secondary) are related to rationales for teacher aggression. Teachers more accepting of the Attribution narrative as an explanation for teacher aggression are less likely to be supportive of gaining more knowledge about a misbehaving student. In contrast, those who more readily identify Efficacy as a reason for teacher aggression are more likely to gain more knowledge about a misbehaving student and about techniques that work with that student in other settings. Finally, teachers more accepting of the Attachment narrative did not exhibit a preference for any specific kind of support. Consequently, all types of PD activities might contribute to teachers who are seeking to feel close to students.

    Original languageEnglish
    Pages (from-to)173-187
    Number of pages15
    JournalJournal of Education for Teaching
    Volume42
    Issue number2
    Early online date21 Feb 2016
    DOIs
    StatePublished - 14 Mar 2016

    Bibliographical note

    Publisher Copyright:
    © 2016 Taylor & Francis.

    Keywords

    • Classroom management
    • discipline
    • teacher aggression
    • teacher–student relationships

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