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Teacher Preparedness and Strategy Use in Managing Difficult Behavior in Croatian Classrooms

This study examines the level of teacher preparation and the strategies used to manage difficult behavior in Croatian classrooms. It also explores the support needed to address challenging behaviors. The results highlight the need for improved teacher education in classroom management and proactive strategies to address challenging behavior.

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Teacher Preparedness and Strategy Use in Managing Difficult Behavior in Croatian Classrooms

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  1. Are Teachers Adequately Prepared to Manage Difficult Behavior in Croatian Classrooms? Teacher Preparation, Strategy Use and Needed Supports Prof.dr.sc. Kathleen M. Beaudoin University of Washington, Tacoma Doc.dr.sc. Darko Lončarić Doc.dr.sc. Sanja Skočić Mihić Sveučilište u Rijeci, Učiteljski fakultet u Rijeci Rijeka, 16. svibnja 2014.

  2. Classroom Management (CM) • the ability of the teacher to efficiently manage student behavior • Which include the efforts that teachers take • to prevent the occurrence of problem behavior • how they respond to and intervene to problem behavior • classroom management makes for a complex component of the teaching process

  3. Teachers ability to CM • Area of great concern for • teachers new to the profession (Fontaine, Kane, Duquette, & Savoie-Zajc, 2012; Veenman, 1984) • experience generally improves confidence in one’s ability to manage the classroom (e.g., Choy, Chong, Wong, & Wong, 2011; Kotaman, 2010) • remains a front running concern for experienced teachers • early intervention is the most efficacious for positive long-term outcomes for students with behaviours issues • teachers are important candidates: • for increased training in classroom management • for receipt of support for addressing the challenging behavior of their students.

  4. Purpose To examine a national sample of Croatian primary school teachers to determine: Level of preparation in classroom management; Types of strategies used to address problem behavior; and Level of support needed to deal with difficult behaviors

  5. Procedure • National database of statistics for primary schools in Croatia (10%) • Stratified sample: 36% Coastal and 64% Continental region • Statement of the Ministry of Education, Science and Sport’s approval • 74 principals agreed to participate in the study (response rate was 74%)

  6. Participants • 706 teachers • 73 primary schools • 96.4% female, 3.5% male • 45 years old with average teaching experience of 20 years • 91% were regular classroomteachers

  7. Measures • The Child Behavior Survey (Martin, Linfoot, & Stephenson, 1999) modified • Demografics about pre and in-service education • Scale of Strategies used to deal with difficult classroom behavior(0=does not use, 1=uses strategy) (1) Strategies to Increase Appropriate Behavior (n=3, αb=0.691; αg=0.860) (2) Strategies to Decrease Inappropriate Behavior(n=4, αb=0.441; αg=0.543) • The support neededto deal with difficult behaviorsof boys and girls (1=not at all to 4 = a lot of support) 1. Distractibility αb/g=.90/.89; Mb/g= 2.04 / 1.53 2. Aggression αb/g=.88/.90; Mb/g= 1.63 / 1.21 3. Disobedience αb/g =.87/.81; Mb/g= 1.82 / 1.35 4. Delinquency αb/g=.86/.87; Mb/g= 1.32 /1.19

  8. Results • (1) prior pre-service and in-service education in classroom management; • (2) strategies used to deal with difficult classroom behavior of boys and girls; and • (3) the level of additional support needed to deal with difficult behaviorsof boys and girls

  9. Strategies used to deal with difficult classroom behavior

  10. Strategies used to deal with difficult classroom behavior *Scale results scored as aritmetic mean of scale items (0-1) devided with number of items

  11. Additional support needed *Scale results scored as aritmetic mean of scale items (0=not at all to 4=extremely) devided with number of items

  12. Education in relation with strategies teachers used and needed support • prior training in classroom management is not reated: • to the strategies teachers used when dealing with difficult behavior • nor the level of support needed

  13. Conclusion • teachers education is not related to strategies they used, needed support to to occurrence of challenging behavior • Croatian teachers are reactive to challenging behaviors • In reactions to challenging behaviors they use more strategies for increasing aappropriate bbehavior • Pre-service teacher education should prepare Croatian teachers in the area of classroom management • Indications of inertion of education system • Education policy • Study programs • Experts

  14. Further recomendation • More pre and in-service education • Use mamagment strategies that are proactive to address typically encountered in primary classroom (eg. distractibility) • Patterns of challenging behaviour for olderstudents

  15. Thank you for your attention!

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