Shy and outgoing preservice teachers and their responses to hypothetical problem behaviors in the classroom

The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attendi...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2021-05, Vol.41 (5), p.658-673
Main Authors: Deng, Qizhen, Patwardhan, Irina, Rudasill, Kathleen, Trainin, Guy, Wessels, Stephanie, Torquati, Julia, Coplan, Robert J.
Format: Article
Language:English
Subjects:
Behavior Problems
Caring
child temperament
Classroom management
Elementary School Teachers
personality
Personality Traits
Preservice Teachers
Self Efficacy
Shyness
Social Emotional Learning
Student Behavior
Student Characteristics
Teacher Behavior
Teacher education
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Summary:The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with shy children, but more likely with exuberant children. Results are discussed in terms of the role of personality in teaching.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2020.1718613