Contenido principal del artículo

Odete Conceicao Cadete
Universidade do Minho
Portugal
https://orcid.org/0000-0001-7763-961X
Biografía
Célia Oliveira
Universidade Lusófona do Porto
Portugal
https://orcid.org/0000-0002-8252-7337
João Lopes
Universidade do Minho
Portugal
https://orcid.org/0000-0001-5005-120X
Vol. 9 (2022), Número monográfico XVI CIG-PP, páginas 45-60
DOI: https://doi.org/10.17979/reipe.2022.9.0.8914
Enviado: ene 10, 2022 Aceptado: mar 10, 2022 Publicado: abr 29, 2022
Derechos de autoría Cómo citar

Resumen

A indisciplina na sala de aula constitui uma das maiores preocupações para os intervenientes no processo educativo (professores, gestores de estabelecimentos de ensino, pais) e para a sociedade em geral. Este estudo tem dois objectivos essenciais: análise da relação entre variáveis de gestão da sala de aula e percepção de indisciplina; análise de perfis de resposta de professores, no que concerne à responsabilização pela indisciplina na sala de aula. Participaram no estudo 800 professores angolanos do ensino primário e secundário. Foi utilizado o Questionário de Indisciplina Percebida (Lopes & Oliveira, 2017) e a Behavior and Instructional Management Scale (Martin & Sass, 2010) para avaliar a percepção de indisciplina e a gestão da sala de aula, respectivamente. Os resultados mostram que os professores consideram que pais e alunos são os principais responsáveis pela indisciplina em sala de aula. Verificou-se ainda uma associação entre a gestão de sala de aula e atribuições de responsabilidade pela indisciplina. A análise de perfis evidencia, igualmente, padrões específicos de resposta, de professores que reportam muita, pouca e alguma indisciplina, quanto à atribuição de responsabilidades pela indisciplina. Estes resultados salientam a importância de considerar a gestão de sala de aula no estudo do comportamento dos alunos, em particular da indisciplina em sala de aula, e da perceção dos professores acerca da mesma.

Detalles del artículo

Referencias

Ahn, H. J., & Rodkin, P. C. (2014). Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher-student attunement, and gender. Journal of Educational Psychology, 106(4), 1144-1155. https://doi.org/10.1037/a0036091

Briesch, A. M., Briesch, J. M., & Chafouleas, S. M. (2015). Investigating the usability of classroom management strategies among elementary school teachers. Journal of Positive Behavior Interventions, 17(1), 5-14.

Carita, A., & Fernandes, G. (2012). Indisciplina na sala de aula. Editorial Presença.

Carter, L. M., Williford, A. P., & Locasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers’ attributions for disruptive behavior. Early Education and Development, 25, 949 – 972. https://doi.org/10.1080/10409289.2014.898358

Egeberg, H., Mcconney, A., & Price, A. (2020). Teachers’ views on effective classroom management: A mixed-methods investigation in Western Australian high schools. Educational Research for Policy and Practice, 1-18.

Haroun, R., & O'Hanlon, C. (1997). Teachers' perceptions of discipline problems in a Jordanian secondary school. Pastoral Care in Education, 15(2), 29-36.

Karlberg, M., & Bezzina, C. (2020). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 1-18. https://doi.org/10.1080/19415257.2020.1712451

Kasapoglu, H. (2015). Efficient teacher behavior in classroom management according to the views of primary school students. The Anthropologist, 22(2), 424-434.

Koran, S., & Koran, E. (2018). Classroom management and school science labs: A review of literature on classroom management strategies. International Journal of Social Sciences & Educational Studies, 5(2), 64-72. https://doi.org/10.23918/ijsses.v5i2p64

Korpershoek, H., Harms, T., de Boer, H., Van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86, 643–680. https://doi.org/10.3102/0034654315626799

Koutrouba, K. (2013). Student misbehaviour in secondary education: Greek teachers' views and attitudes. Educational Review, 65(1), 1-19. https://doi.org/10.1080/00131911.2011.628122

Kuppens, S., Grietens, H., Onghena, P., Michiels, D., & Subramanian, S. V. (2008). Individual and classroom variables associated with relational aggression in elementary-school aged children: A multilevel analysis. Journal of School Psychology, 46(6), 639-660. https://doi.org/10.1016/j.jsp.2008.06.005

Lopes, J., & Oliveira, C. (2017). Classroom discipline: Theory and practice. In J. P. Bakken (Ed.), Classrooms: Academic content and behavior strategy instruction for students with and without disabilities (Vol. 2, pp. 231-253). Nova Science Publishers.

Lopes, J. A., & Oliveira, C. R. (2019). Indisciplina em sala de aula: Aspetos culturais, organizacionais e dos professores. In F. H. Veiga (Ed.), Psicologia da Educação: Temas de Aprofundamento Científico (pp. 445-476). Climepsi Editores.

Lopes, J., Silva, E., Oliveira, C., Sass, D., & Martin, N. (2017). Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th- grade students. Electronic Journal of Research in Educational Psychology, 15(3), 467- 490. https://doi.org/10.14204/ejrep.43.17075

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review. Journal of Advances in Medical Education & Professionalism, 6(3), 102-114.

Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.

Mccarthy, C. J., Lineback, S., & Reiser, J. (2015). Teacher stress, emotion, and classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 301–321). Routledge.

Nash, P., Schlösser, A., & Scarr, T. (2016). Teachers’ perceptions of disruptive behaviour in schools: A psychological perspective. Emotional and Behavioural Difficulties, 21(2), 167-180.

Nixon, R. S., Campbell, B. K., & Luft, J. A. (2016). Effects of subject-area degree and classroom experience on new chemistry teachers’ subject matter knowledge. International Journal of Science Education, 38(10), 1636–1654. https://doi.org/10.1080/09500693.2016.1204482

Obi, Z. C., & Ezemba, C. C. (2020). Classroom management for effective teaching and learning: The implication for teacher control techniques. Nnadiubebe Journal of Education in Africa, 5(2), 15-20.

Ofori, K., Tordzro, G., Asamoah, E., & Achiaa, E. (2018). The effects of indiscipline on academic performance of junior high school students in the Fanteakwa District of Ghana. JEP, 9(21).

Pinskaya, M., Ponomareva, A., & Kosaretsky, S. (2016). Professional development and training for young teachers in Russia. Educational Studies Moscow, (2), 100-124. https://doi.org/10.17323/1814-9545-2016-2-100-124

Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools. Teaching and Teacher Education, 30, 1-12.

Postholm, M. B. (2013). Classroom management: What does research tell us? European Educational Research Journal, 12(3), 389-402.

Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the Behavior and Instructional Management Scale's psychometric properties using Portuguese teachers. Teaching and Teacher Education, 55, 279-290. https://doi.org/10.1016/j.tate.2016.01.020

Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M. J., & Shatzer, R. H. (2009). Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology, 29(2),187-201. https://doi.org/10.1080/01443410802654909

Silva, A. M. P. M., Negreiros, F., & Albano, R. M. (2017). Indiscipline at public school: Teachers' conceptions on causes and intervention. International Journal of Research in Education and Science, 3(1), 1-10.

Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption management climate on behaviour and satisfaction with teacher. Revista de Psicodidactica, 21(1), 65-86. https://doi.org/10.1387/RevPsicodidact.13202

Simuforosa, M., & Rosemary, N. (2014). Learner indiscipline in schools. Review of Arts and Humanities, 3(2), 79-88.

Sueb, R., Hashim, H., Hashim, K. S., & Izam, M. M. (2020). Excellent teachers' strategies in managing students' misbehaviour in the classroom. Asian Journal of University Education, 16(1), 46-55. https://doi.org/10.24191/ajue.v16i1.8982

Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, 2012, 1–8. https://doi.org/10.1100/2012/208907

Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1

Zenciroğlu, S., & Sadik, F. (2018). Investigating teachers’ attitude and beliefs about classroom management through their perceptions of the quality of the school life. Cukurova University Faculty of Education Journal, 47(1), 126-150. https://doi.org/10.14812/cuefd.388334