The Development of High School Teachers' Efficacy in Handling Student Misbehavior (TEHSM)

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...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2014-05, Vol.107 (3), p.230-240
Main Authors: Tsouloupas, Costas Nicou, Carson, Russell Lee, MacGregor, S. Kim
Format: Article
Language:English
Subjects:
Classroom management
Classroom Techniques
Comprehension
Content Analysis
Interviews
Learning Processes
Mathematics Teachers
Mental Retardation
Physical Education Teachers
Professional development
Qualitative Research
Science Teachers
Secondary School Teachers
Self Efficacy
Student Behavior
student behavior management
Students
Teacher Education
Teacher Effectiveness
teacher efficacy beliefs
Teachers
Teaching
Teaching Experience
United States (Southeast)
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Summary: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.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2013.788992