Indonesian Teachers' Causal Attributions of Problem Behaviour and Classroom Behaviour Management Strategies

Autor/inn/en	Paramita, Pramesti; Sharma, Umesh; Anderson, Angelika
Titel	Indonesian Teachers' Causal Attributions of Problem Behaviour and Classroom Behaviour Management Strategies
Quelle	In: Cambridge Journal of Education, 50 (2020) 2, S.261-279 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1670137
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Behavior Problems; Student Behavior; Behavior Modification; Public Schools; Family Influence; Classroom Techniques; Attribution Theory; Self Esteem; Classroom Environment; Learning Problems; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Public school; Öffentliche Schule; Klassenführung; Self-esteem; Selbstaufmerksamkeit; Klassenklima; Unterrichtsklima; Lernproblem; Indonesien
Abstract	This study investigated Indonesian primary school teachers' causal attributions for behaviour problems and their classroom behaviour management strategies. The total sample consisted of 582 teachers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demographics, teachers' causal attribution for behaviour problems, and their likelihood to employ proactive and/or reactive behaviour management strategies in the classroom. The findings indicated that teachers mainly attribute behaviour problems to family-related factors, and they are more likely to employ proactive rather than reactive classroom behaviour management strategies. Results are discussed in terms of their implications for future research and teacher professional learning concerning classroom behaviour management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01