Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Kelly N. Clark, Madeline S. Blocker, Oceann S. Gittens, Anna C.J. Long
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引用次数: 2

Abstract

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

教师课堂管理风格的概况:感知学校氛围和专业特征的差异
教师不仅要提供高质量、循证的学术指导,还要负责管理学生在课堂和学校中的行为。为了管理这些行为,教师可以使用各种策略,对学生和学校的运作产生一系列结果。尽管过度依赖惩罚性策略已被证明会恶化行为问题,但积极策略和社会情感学习(SEL)技术对学生的全球功能有更有利的结果。在K-12名教师(N=111)的样本中,我们研究了教师使用行为管理技术(即惩罚、积极和SEL)与他们对感知学校氛围的自我报告之间的直接关联。此外,还采用潜在情景分析法来识别教师的行为管理风格,并评估教师的特征和感知的学校氛围是否预测了行为管理风格。研究结果不仅复制了先前研究行为管理技术与学校氛围之间的直接联系,而且扩展了对教师行为管理方法的理论理解。出现了三种教师行为管理风格,包括:(a)适度主动型,其特点是经常使用积极策略和SEL技术,很少使用惩罚策略;(b) 适度的反应/主动型特征是适度使用惩罚性策略和积极策略,以及略低使用SEL技术;(c)积极主动,特点是经常使用积极战略和SEL技术,很少使用惩罚性战略。使用这些档案可以增进对学校心理学家如何通过咨询或专业发展来支持教师行为管理实践的理解,以促进有效的学校和课堂行为管理实践。
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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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