Novice Elementary Teachers’ Attributions for Student Misbehavior and Related Disciplinary Practices

• In Event: Conceptualizing Classroom Management in Terms of Behavior, Efficacy, Coercion, and Effective Strategies

Abstract

This study explores novice teachers’ attributions for discipline problems and related disciplinary practices. Interview data were collected from 20 novice teachers and analyzed using the constant comparison method. Data were coded using quasi-grounded theory techniques in order to examine relationships between teacher attributions for discipline problems and teacher responses to student behavior. Teachers who made attributions to internal student factors (i.e., ability and personal factors) were more like to pushish student behaviors frequently, make strong verbal reprimands, isolate students from classmates, and take disciplinary action involving administration. Teachers who made attributions to external factors (i.e., home life and teacher factors) were more likely to ignore student behaviors, use inconsistent and conditional punishments, and seek outside help for students

Author

• Julie Brockman Smart, Clemson University