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Classroom management: Teachers’ skills and differentiation according to posts held at school – A research study with primary school teachers
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Orientador(es)
Resumo(s)
Conceptual framework: The concept of classroom management emerges as a
relevant and contemporary study area, since due to a shortage of empirical studies,
there is a clear need for deeper explanatory theoretical models. Teachers use
strategies for classroom management but still encounter barriers when defining
conditions which may enhance the teaching and learning process. Objective: the
present research intended to answer the following research questions: «How are
teachers distributed according to the indicators of “classroom management skills”
(CMS), in terms of low and high skills?» and «How are teachers differentiated within
the parameters of “classroom management skills” (CMS) according to the posts they
hold at school?». Method: a quantitative study was conducted with 181 teachers in
the district of Lisbon, who answered to the Classroom Management Scale by Emmer
& Hickman (1991), and the School Disruption Scale Inferred by Teachers by Veiga
(2006). Results and conclusions: the results indicate that most teachers perceive
their classroom management skills as high, particularly in the dimensions of behavior
management and teaching management. These results also suggest that teachers
holding administrative posts at school present more management skills, but only in
the behavioral dimension.
Descrição
Palavras-chave
Classroom management Primary school teachers Indiscipline School administrative posts
Contexto Educativo
Citação
Valente, S., & Veiga, F. H. (2016). Classroom management: Teachers’ skills and differentiation according to posts held at school – A research study with primary school teachers. In F. H. Veiga (Coord.), Envolvimento dos alunos na escola: perspetivas da psicologia e educação - Motivação para o desempenho académico / Students' engagement in school: Perspectives of psychology and education - Motivation for academic performance (pp. 404-417). Lisboa: Universidade de Lisboa, Instituto de Educação.
Editora
Universidade de Lisboa, Instituto de Educação