Relations among beginning teachers self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout

Philip John Riley, Helen Margaret Gilchrist Watt, Paul William Richardson, Nilusha Harshini De Alwis

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Disturbing evidence documenting some teachers? aggressive classroom management (mis)behaviour is growing. Relative to the importance of this issue, the level of research activity into the area is small (Sava, 2002). Writing about teacher aggression is widespread in the non-English literature: in France, Romania, Russia, and Spain (Sava, 2002). Reports have also appeared in Australia (Lewis Riley, 2009), China and Israel (Lewis, Romi, Katz, Qui, 2008), Poland (Piekarska, 2000), Scotland (Munn, Johstone, Sharp, 2004), and Japan (Treml, 2001). In Europe, the term didactogeny has been coined for the experience of ?a faulty education that harms children? medically, psychologically, or educationally (Sava, 2002, p. 1008).
Original languageEnglish
Title of host publicationInterpersonal Relationships in Education: An Overview of Contemporary Research
EditorsTheo Wubbels, Perry den Brok, Jan van Tartwijk, Jack Levy
Place of PublicationRotterdam The Netherlands
PublisherSense Publishers
Pages151 - 166
Number of pages16
Edition1
ISBN (Print)9789460919398
DOIs
Publication statusPublished - 2012

Cite this

Riley, P. J., Watt, H. M. G., Richardson, P. W., & De Alwis, N. H. (2012). Relations among beginning teachers self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal Relationships in Education: An Overview of Contemporary Research (1 ed., pp. 151 - 166). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_10