Abstract
This exploratory study extends the literature on teachers’ stress and self-efficacy in relation to behavior management. Sixty-six middle and high school teachers’ use of praise and reprimand during a 20-min observation, in the general education setting, were examined. Following the observation, teachers completed stress and self-efficacy scales, related to student misbehavior. Teacher stress and teacher self-efficacy were significantly negatively related. Further, teachers who reported higher levels of stress used more reprimands, and teachers who reported higher levels of self-efficacy used fewer reprimands. Last, as teachers’ behavioral difficulty ratings for their class increased, so did their use of reprimands. Implications and future directions are discussed.
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Acknowledgements
The authors are grateful for the assistance of the participating teachers in addition to the graduate (Melissa Beaudoin, Emma Riedesel) and undergraduate (Zachary Yehling, LeAnn Brown, & Korie Poe) students at Eastern Illinois University for their assistance with data collection.
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Floress, M.T., Jenkins, L.N., Caldwell, S. et al. Teacher Stress and Self-Efficacy Relative to Managing Student Behavior. Contemp School Psychol 28, 257–269 (2024). https://doi.org/10.1007/s40688-022-00439-z
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DOI: https://doi.org/10.1007/s40688-022-00439-z