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The structure of primary and secondary teachers' attributions for pupils' misbehaviour: A preliminary cross-phase and cross-cultural investigation
Published in:
Journal of Research in Special Educational Needs, Vol: 8, Page: 68-77,Wiley-Blackwell Publishing Ltd.
Publication Date:
2008
Aims & Objectives:
The aim of this study was to examine if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers' attributions for children's behaviour
Abstract:
The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers' attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils' misbehaviour at least as much to teachers' and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers' attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers' perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers' views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers' constructions of behaviour and special educational needs. (PsycINFO Database Record (c) 2008 APA, all rights reserved) (from the journal abstract)
Authors:
Study Type:
Study Papers » Case Study » Descriptive Studies - Without a comparision
Notes:
1471-3802 Accession Number: 2008-07520-003. First Author & Affiliation: Gibbs, Simon; University of Newcastle, Newcastle, NSW, Australia. Other Journal Title: Journal of Research in Special Educational Needs. Other Publishers: Blackwell Publishing. Release Date: 20081124. Publication Type: Journal, (0100) Peer Reviewed Journal, (0110). Media Covered: Electronic. Media Available: Electronic; Print. Document Type: Journal Article. Language: English. Major Descriptor: Classroom Behavior; Elementary School Teachers; Special Education; Special Needs; Teacher Attitudes. Minor Descriptor: Cross Cultural Psychology. Classification: Special & Remedial Education (3570) . Population: Human (10) Male (30) Female (40) . Location: Ireland; England. Age Group: Childhood (birth-12 yrs) (100) School Age (6-12 yrs) (180) Adolescence (13-17 yrs) (200) . Methodology: Empirical Study; Quantitative Study. References Available: Y.
Categories:
educational culture
International Classification:
Education
Keywords:
- Classroom Behavior
- cross cultural investigation
- Cross Cultural Psychology
- Elementary School Teachers
- primary teachers attributions
- pupils misbehavior
- secondary teachers attributions
- Special Education
- special educational needs
- special needs
- Teacher Attitudes
Geography:
Republic of Ireland and the United Kingdom (Ireland and England)