Κατεύθυνση Λογοθεραπεία - Συμβουλευτική
Library of the School of Education

2019-11-12

2019

Dimopoulou Konstantina

Γαλανάκη Ευαγγελία,Καθηγήτρια,ΠΤΔΕ ,ΕΚΠΑ

Αντιλήψεις των εκπαιδευτικών πρωτοβάθμιας για την προβληματική συμπεριφορά των μαθητών

Greek

Primary school teachers’ beliefs about behavioural problems of students

The aim of this research was to investigate primary school teachers’ beliefs about behavioural problems of students and specifically beliefs about the frequency, the causes, the effect and the practices for dealing with students’ behavioural problems. Teachers’ perceptions of the community services’ efficacy, their own self-efficacy and preparation in dealing with these problems were also investigated. Associations with gender, teaching experience and number of students in class were also examined. Participants were 109 teachers recruited from schools in Athens. They completed the Greek version of the Questionnaire About Teachers and Challenging Behavior (Westling, 2010). Results showed that defiance and noncompliance, disruption, verbal aggression and stereotypy were the most frequent and challenging student behaviours according to teachers. The cause of challenging behavior was attributed mostly (94,5%) to the students’ families. Teachers were concerned about the effects of challenging behavior on them and their students. They also admitted that they were hardly supported by social and community services. Teachers’ preparation for dealing with challenging behavior emerged as rather inadequate, because only half of them acknowledged that they had adequate training in classroom management and misbehaviour. Class size and teachers’ self-efficacy were also significantly associated with teachers’ perceptions of students’ misbehavior.

Education

behavioural problems, challenging behavior, beliefs, self-efficacy, classroom management, teachers, primary school students

No

0

Yes

212

173

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https://pergamos.lib.uoa.gr/uoa/dl/object/2885404