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 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.

Original languageEnglish
Pages (from-to)261-279
Number of pages19
JournalCambridge Journal of Education
Volume50
Issue number2
DOIs
Publication statusPublished - 3 Mar 2020

Keywords

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

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