General Education Teachers' Self-Reported Response to Overt Student Problem Behavior in the Classroom
The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a...
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| Format: | Others |
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BYU ScholarsArchive
2020
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| Online Access: | https://scholarsarchive.byu.edu/etd/8509 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9509&context=etd |
| Summary: | The need for teachers to respond effectively to student problem behaviors is vital for positive student outcomes. This study examined how general education teachers respond to different problem behaviors, what variables possibly predict those responses, and if dealing with problem behaviors plays a possible role in teacher attrition. Results were reported using descriptive and statistical analyses. Three-hundred sixty-three elementary and secondary teachers in five school districts were invited to participate in a survey. Findings indicate that teachers primarily use individually directed responses to problem behaviors and the responses had little differentiation according to intensity of behavior. The data revealed some statistically significant relationships between type of response with teacher gender and elementary and secondary teachers. A regression model identified four variables that predicted teacher intention of leaving the profession. Conclusions indicate that even though most teachers reported being satisfied with their job, there was still a substantial percentage that reported that they consider leaving the job, and problem behaviors influenced that intention. Further research is needed to make any generalizations. |
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