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Why did you do that? Teachers explain the use of legal aggression in the classroom
ARTICLE

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TATE Volume 26, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teachers (n = 233) who employ aggressive classroom management strategies were asked to theorise about their use. Levels of support for three theoretical explanations for aggressive behaviour were assessed via a 26 item scale. The items loaded to three factors: Attribution Theory; Efficacy Theory and Attachment Theory. Results indicated most teachers, 42%, supported Attribution, 34% supported Efficacy, and 33% supported Attachment as an explanation for aggressive behaviour. Moreover, 14% of teachers support all theories simultaneously, whilst 27% of teachers rejected all theories. The implications of these findings are that many teachers may be theoretically blind when it comes to classroom management: hence re- rather than pro-active. The importance of this finding for professional development providers and future qualitative research design is discussed.

Citation

Riley, P., (Rom) Lewis, R. & Brew, C. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 957-964. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.10.037

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