Values and Beliefs Regarding Discipline Practices: How School Culture Impacts Teacher Responses to Student Misbehavior

Autor/inn/en	Atiles, Julia T.; Gresham, Talley M.; Washburn, Isaac
Titel	Values and Beliefs Regarding Discipline Practices: How School Culture Impacts Teacher Responses to Student Misbehavior
Quelle	In: Educational Research Quarterly, 40 (2017) 3, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Values; Beliefs; School Culture; Teacher Response; Student Behavior; Educational Practices; Self Efficacy; Teacher Attitudes; Punishment; Discipline; Preservice Teachers; Inservice Teacher Education; Early Childhood Education; Developmentally Appropriate Practices; Questionnaires; Classroom Techniques; Predictor Variables; Discipline Policy; Discipline Problems; Elementary School Teachers; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Wertbegriff; Belief; Glaube; Schulkultur; Schulleben; Lehrerkommentar; Student behaviour; Schülerverhalten; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Bestrafung; Disziplin; Lehrerfortbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Fragebogen; Klassenführung; Prädiktor; Disziplinarmaßnahme; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The purpose of this study was to determine whether teachers' sense of efficacy influences their attitude towards the use of physical punishment in schools. There were two groups of participants in the study: pre-service and in-service early childhood teachers. The sample was made up of 78 in-service teachers from two different school districts and 61 pre-service teachers from a mid-western university early childhood education preparation program. There were multiple significant findings in the study. Teachers who value developmentally appropriate practices (DAP) significantly use non-punitive responses more frequently. Values about corporal punishment and self-efficacy were not related to non-punitive responses. Teachers in the school district that allows principal-approved corporal punishment were less likely to use non-punitive responses. In-service teachers used more punitive responses than the pre-service teachers. However, overall referral to principal for corporal punishment did not seem to be related to teacher efficacy, thus, leading us to believe that teacher efficacy and teachers' attitudes towards physical punishment are completely unrelated, and may be two different constructs. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11