Classroom management and perception about indiscipline: A study with Angolan teachers
DOI:
https://doi.org/10.17979/reipe.2022.9.0.8914Keywords:
indiscipline, teachers’ perception, classroom management, instructionAbstract
Indiscipline in the classroom constitutes one of the main concerns for the actors in the educational process (teachers, administrators and parents) and for society in general. This study has two essential aims: the analysis of the relation between variables of classroom management, learning, and the perception of indiscipline, the analysis of profiles of teachers’ answers, concerning the attribution of responsibilities regarding indiscipline in the classroom. 800 Angolan primary and secondary school teachers participated in this study. The Perceived Indiscipline Questionnaire (Lopes & Oliveira, 2017) and the Behavior and Instructional Management Scale (Martin & Sass, 2010) were used to assess perceived indiscipline and classroom management, respectively. Results showed that teachers consider parents and students to be the most responsible agents for indiscipline. Also, an association was found between behavior management and attribution of responsibility for indiscipline. The profile analysis shows, also, specific patterns of response of teachers who report very, few and some indiscipline in the attribution of responsibility concerning indiscipline. These results highlight the importance of considering classroom management when studying students’ behavior, particularly indiscipline in the classroom, and teachers’ perceptions about it.
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