Article
Values and Beliefs Regarding Discipline Practices: How School Culture Impacts Teacher Responses to Student Misbehavior
Educational Research Quarterly
(2017)
Abstract
The purpose of this study was to determine whether teachers’ sense of efficacy influences their attitude towards the use of physical punishment in schools. There were two groups of participants in the study: pre-service and in-service early childhood teachers. The sample was made up of 78 in-service teachers from two different school districts and 61 pre-service teachers from a mid-western university early childhood education preparation program. There were multiple significant findings in the study. Teachers who value developmentally appropriate practices (DAP) significantly use non-punitive responses more frequently. Values about corporal punishment and self-efficacy were not related to non-punitive responses. Teachers in the school district that allows principal-approved corporal punishment were less likely to use non-punitive responses. In-service teachers used more punitive responses than the pre-service teachers. However, overall referral to principal for corporal punishment did not seem to be related to teacher efficacy, thus, leading us to believe that teacher efficacy and teachers’ attitudes towards physical punishment are completely unrelated, and may be two different constructs.
Keywords
- values,
- beliefs,
- disciplines practices,
- culture impacts,
- teaher response,
- student misbehavior
Disciplines
Publication Date
March, 2017
Citation Information
Julia T. Atiles, Talley M. Gresham and Issac Washburn. "Values and Beliefs Regarding Discipline Practices: How School Culture Impacts Teacher Responses to Student Misbehavior" Educational Research Quarterly Vol. 40 Iss. 3 (2017) p. 3 - 24 Available at: http://works.bepress.com/julia-atiles/2/