Teachers' attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties.
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| Title: | Teachers' attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties. |
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| Authors: | Bernier, Vincent1 bernier.vincent@uqam.ca, Gaudreau, Nancy2, Massé, Line3 |
| Source: | Emotional & Behavioural Difficulties. Mar2022, Vol. 27 Issue 1, p58-71. 14p. 1 Diagram, 1 Chart. |
| Subject Terms: | *School environment, *High schools, *Special education, *College teacher attitudes, *Behavior disorders, *Students, Conceptual structures, Thematic analysis, Respect, Data analysis software, Social disabilities |
| Abstract: | Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers' classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils' perception of their teachers' classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed. [ABSTRACT FROM AUTHOR] |
| Copyright of Emotional & Behavioural Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers' classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils' perception of their teachers' classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13632752 |
| DOI: | 10.1080/13632752.2022.2058561 |
