Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

Pramesti Paramita, Umesh Sharma, Angelika Anderson

Research output: Contribution to journalArticleResearchpeer-review

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 tea- chers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demo- graphics, 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.
Original languageEnglish
Number of pages19
JournalCambridge Journal of Education
DOIs
Publication statusAccepted/In press - 2019

Keywords

  • Problem behaviour
  • teacher
  • causal attribution
  • proactive and reactive strategies

Cite this

@article{59170f295545438dacebe56f5d55d729,
title = "Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies",
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 tea- chers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demo- graphics, 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.",
keywords = "Problem behaviour, teacher, causal attribution, proactive and reactive strategies",
author = "Pramesti Paramita and Umesh Sharma and Angelika Anderson",
year = "2019",
doi = "10.1080/0305764X.2019.1670137",
language = "English",
journal = "Cambridge Journal of Education",
issn = "0305-764X",
publisher = "Routledge",

}

Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies. / Paramita, Pramesti; Sharma, Umesh; Anderson, Angelika.

In: Cambridge Journal of Education, 2019.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

AU - Paramita, Pramesti

AU - Sharma, Umesh

AU - Anderson, Angelika

PY - 2019

Y1 - 2019

N2 - This study investigated Indonesian primary school teachers’ causal attributions for behaviour problems and their classroom behaviour management strategies. The total sample consisted of 582 tea- chers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demo- graphics, 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.

AB - This study investigated Indonesian primary school teachers’ causal attributions for behaviour problems and their classroom behaviour management strategies. The total sample consisted of 582 tea- chers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demo- graphics, 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.

KW - Problem behaviour

KW - teacher

KW - causal attribution

KW - proactive and reactive strategies

U2 - 10.1080/0305764X.2019.1670137

DO - 10.1080/0305764X.2019.1670137

M3 - Article

JO - Cambridge Journal of Education

JF - Cambridge Journal of Education

SN - 0305-764X

ER -