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

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Bibliographic Details
Title: The Development of High School Teachers' Efficacy in Handling Student Misbehavior (TEHSM)
Language: English
Authors: Tsouloupas, Costas Nicou, Carson, Russell Lee, MacGregor, S. Kim
Source: Journal of Educational Research. 2014 107(3):230-240.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Student Behavior, Classroom Techniques, Teaching Experience, Mental Retardation, Secondary School Teachers, Interviews, Content Analysis, Teacher Education, Learning Processes, Self Efficacy, Qualitative Research, Teacher Effectiveness, Mathematics Teachers, Science Teachers, Physical Education Teachers
DOI: 10.1080/00220671.2013.788992
ISSN: 0022-0671
Abstract: 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.
Abstractor: As Provided
Number of References: 63
Entry Date: 2014
Accession Number: EJ1031002
Database: ERIC
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Abstract: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
DOI:10.1080/00220671.2013.788992