Why did you do that? Teachers explain the use of legal aggression in the classroom
TATE Volume 26, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.