Citation

Bibou-Nakou I, Kiosseoglou G, Stogiannidou A. Psychol. Sch. 2000; 37(2): 123-134.

Copyright

(Copyright © 2000, John Wiley and Sons)

DOI

unavailable

PMID

unavailable

Abstract

The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal-directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were significantly associated with teachers' preferred practices. The authors' results support the application of psychological principles to educational practice through an understanding of teachers' discipline-related theories. (Abstract Adapted from Source: Psychology in the Schools, 2000. Copyright © 2000 by John Wiley & Sons, Inc.)

School Personnel Perceptions
Teacher Perceptions
Student Behavior
Elementary School Student
Child Behavior
Child Problem Behavior
Classroom Behavior
Classroom Management
Classroom Discipline
Behavior Perceptions
02-02