ABSTRACT

Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers’ classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils’ perception of their teachers’ classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed.

摘要

研究广泛提出了一系列最佳实践，供教师培养适当的课堂管理技能。然而，迄今为止，教师能够有效执行课堂管理所需的相关态度在科学文献中很少受到关注。因此，本文从存在社交、情感和行为困难（SEBD）的学生的角度记录了教师的课堂管理态度（TCMA）。对参加中学特殊教育课程的 14 名 SEBD 学生进行了个人访谈。使用主题分析，然后识别和分类涌现的主题，产生 17 种教师态度，然后分为四个总体维度：1）尊重；2) 权限；3) 支持性；4) 差异化。详细描述了学生表达的教师态度与学生对教师课堂管理技能和熟练程度的看法之间的联系。鉴于这些发现，已经提出了更好的课堂干预结果和进一步研究的途径。