Perceptions of High School Teachers’ Efficacy in Handling Student Misbehavior: A Phenomenological Study

• In Event: Advances in Stress and Coping in Education

Abstract

The present study examined teachers’ representations related to the task of managing student misbehaviors through the lens of teachers’ efficacy beliefs in handling student misbehavior (TEHSM), degree of teaching experience, and subject taught. A sample of 24 full-time, high-school teachers were interviewed. The modified Stevick-Colaizzi-Keen phenomenological method (Moustakas, 1994) for organizing and analyzing qualitative data revealed 11 themes related to 3 topics: (a) Teacher descriptions of student misbehavior across TEHSM, (b) Distinguishing representations of handling misbehavior across low and high TEHSM, and (c) Sources that influenced the development of TEHSM. This study generated information with direct implications for the training and support of teachers regarding the task of managing student misbehaviors.

Authors

• Costas N. Tsouloupas, University of Nicosia

• Russell L. Carson, Louisiana State University

• Kim D. MacGregor, Louisiana State University