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Does a course in classroom management affect teachers' self-perceived efficacy in classroom management?

机译：课堂管理课程是否会影响教师在课堂管理中的自我感觉效能？

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摘要

The literature on teacher burnout clearly indicates that classroom management problems are primary causes contributing to teachers leaving the field. Efficacy beliefs influence the individual's cognition and affect to mobilize the necessary psychological resources to accomplish a specific task. Lower perceived self-efficacy in classroom management directly impacts personal accomplishment. While much research has examined teacher efficacy in general, little research has looked at classroom management in particular. This study sought to contribute to the teacher efficacy in classroom management literature by investigating if a course in classroom management increased teacher efficacy in classroom management as contrasted with a comparative graduate course in the exceptional child. The investigator administered at pre and posttest the Teacher Efficacy in Classroom Management and Discipline Scale (SEBM) and used the71 graduate students' course grades along with behavior vignettes as a means to externally validate their self-perceived teacher efficacy beliefs. The current study also investigated the effect of mediating variables, such as gender, age, ethnicity, the number of years teaching, child or childless, socio-economic status, undergraduate and graduate grade-point averages on teacher efficacy in classroom management. The results indicated that students in the classroom management course were significantly better at identifying target behaviors and interventions for the behavior vignettes than were students in the exceptional child course. In addition, teaching experience for classroom management students related positively to classroom management self-efficacy scores at posttest, but not at pretest, and none of the other mediating variables related to self-efficacy scores. Participants in the classroom management course did not statistically differ in gains on classroom management self-efficacy scores as compared with participants in the exceptional child course. Moreover, there was no significant relationship between course grades and posttest self-efficacy scores for both classes. Results are discussed in terms of implications for school psychologists, study limitations, and suggestions for future research.
机译：有关教师倦怠的文献清楚地表明，课堂管理问题是导致教师离开该领域的主要原因。效能信念影响个人的认知，并影响调动必要的心理资源来完成特定任务。课堂管理中较低的自我效能感直接影响个人成就。虽然有大量研究总体上检查了教师的效能，但很少有研究特别关注课堂管理。这项研究旨在通过调查教室管理课程是否与特殊儿童的研究生课程相比，提高了教室管理中的教师效能，从而有助于提高教师在教室管理文献中的效能。研究人员在“班级管理和纪律量表”（SEBM）的教师效能测试前后进行了管理，并使用了71名研究生的课程成绩和行为渐晕作为从外部验证其自我感知的教师效能信念的手段。当前的研究还调查了中介变量的影响，例如性别，年龄，种族，教学年限，儿童或无子女年龄，社会经济状况，本科生和研究生的平均绩点对教师在课堂管理中的效能的影响。结果表明，班级管理课程中的学生比特殊儿童课程中的学生在识别目标行为和行为小插曲方面要好得多。此外，课堂管理学生的教学经验与考试后的课堂管理自我效能感得分呈正相关，而与考试前却没有显着相关，其他中介变量均与自我效能感得分无关。与特殊儿童课程的参加者相比，课堂管理课程的参加者在课堂管理自我效能得分上的增加没有统计学差异。而且，这两个课程的课程成绩和测验后自我效能感得分之间没有显着的关系。讨论的结果包括对学校心理学家的影响，研究局限性以及对未来研究的建议。

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  • 作者

    Benhar, Michael David.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Education Educational Psychology.;Education Teacher Training.;Psychology Industrial.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 158 p.
  • 总页数 158
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;工业心理学;教师;
  • 关键词

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