Classroom Behaviour Problems: The Relationship between Preparedness, Classroom Experiences, and Self-efficacy in Graduate and Student Teachers

Past research suggests that teachers who are the most effective classroom managers, are teachers who are the most confident in their abilities. Therefore, the importance of preparedness and classroom experiences as factors that are involved in the development and maintenance of teacher self-efficacy in behaviour management were assessed. Differences in self-efficacy in behaviour management between graduate and student teachers were also assessed. The participants in this study were 54 primary education teachers with less than three years experience, and 25 student teachers in their final year of primary education training. The results revealed a significant positive association between selfefficacy in behaviour management, preparedness and classroom experiences. Furthermore, preparedness and classroom experiences significantly predicted teachers’ ratings of self-efficacy in behaviour management. However, both graduate and student teachers reported feeling only moderately prepared and self-efficacious, with 83.5% of the total sample indicating they would like additional training in the area of behaviour management. The present findings provide important information for teacher training programs and school support structures. INTRODUCTION Classroom behaviour problems are a principle source of stress and burnout for both new and experienced teachers (Blankenship, 1988; Griffith, Steptoe, & Cropley, 1999; Martin, Linfoot, & Stephenson, 1999; Ministry of Education, 1989; Parkay, Greenwood, Olejnik, & Proller, 1988). Whilst inattention, calling out, disturbing others and non-compliance are the most commonly reported classroom behaviour problems (Merrett & Wheldall, 1984), misbehaviour can be “...any behaviour that significantly interferes with the child’s own learning, other children’s learning or responses, or the teacher’s ability to operate effectively” (Merrett & Wheldall, 1984, p.87). Teachers believe they spend a disproportionate amount of time dealing with behaviour problems compared with time spent on instruction and academic activities (Cains & Brown, 1996). Failure to address misbehaviour compromises the learning environment whereby academic activities are interrupted, curriculum content is not covered, teacher authority is undermined, and most importantly, there are decreased opportunities to learn (Blankenship, 1988; Cains & Brown, 1996; Cartledge & Johnson, 1996; Fields, 1999; Little & Hudson, 1998; Martin et al., 1999). In light of the pressure misbehaviour places on teachers, it is not surprising that studies examining teacher attitudes have found that they are apprehensive, reluctant and least tolerant of children with behaviour difficulties in their classroom (Brochner & Peiterse, 1989; Cartledge & Johnson, 1996; Forlin, Douglas, & Hattie, 1996; Harvey, 1992; Idol, 1997; Lewin, Nelson, & Tollefson, 1983; Moeller & Ishii-Jordan, 1996). Teachers report feeling poorly equipped to deal with misbehaviour, often pointing to their lack of experience and preparation (Martin et al., 1999). Although it is likely that confidence is one of many variables that influence teachers’ effectiveness in classroom management, there is a growing CLASSROOM BEHAVIOUR PROBLEMS – GIALLO & LITTLE