Conventional Wisdom is A Poor Predictor of The Relationship Between Discipline Policy, Student Mis - Behaviour and Teacher Stress  

Oleh:

Conn, Michael ; Hart, Peter M. ; Wearing, Alexander J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 65 (Mar. 1995), page 27-48.
Topik: STUDENT; wisdom; student; teacher

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Will an effective discipline policy improve student misbehavior and result in a reduction of teacher stress? It is commonly believed that student misbehavior is a major cause of teacher stress, and that the degree of student misbehavior is reflected in student suspension rates. As a result of growing concern about student misbehavior and teacher stress, a Whole School Approach to Discipline and Student Welfare programmed was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programmed and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programmed was effective in reducing teacher stress, there was no mean change in student misbehavior. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehavior. Two and three wave causal analyses also demonstrated the problems associated with using cross sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehavior. Rather, it is more appropriate to develop a supportive organizational climate that enables teachers to cope with the student misbehavior that confronts them.

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