ABSTRACT This study investigated Indonesian primary school teachers’ causal attributions for behaviour problems and their classroom behaviour management strategies. The total sample consisted of 582 teachers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demographics, teachers’ causal attribution for behaviour problems, and their likelihood to employ proactive and/or reactive behaviour management strategies in the classroom. The findings indicated that teachers mainly attribute behaviour problems to family-related factors, and they are more likely to employ proactive rather than reactive classroom behaviour management strategies. Results are discussed in terms of their implications for future research and teacher professional learning concerning classroom behaviour management.

中文翻译：

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印尼教师问题行为的因果归因与课堂行为管理策略

摘要 本研究调查了印尼小学教师行为问题的因果归因及其课堂行为管理策略。总样本包括来自印度尼西亚泗水公立小学的 582 名教师。教师完成调查问卷，收集有关人口统计、教师对行为问题的因果归因以及他们在课堂上采用主动和/或被动行为管理策略的可能性的信息。研究结果表明，教师主要将行为问题归因于家庭相关因素，他们更可能采用主动而非被动的课堂行为管理策略。讨论结果对未来有关课堂行为管理的研究和教师专业学习的影响。