Why did you do that? Teachers explain the use of legal aggression in the classroom

Journal article


Riley, Philip John, Lewis, Ramon and Brew, Christine. (2010). Why did you do that? Teachers explain the use of legal aggression in the classroom. Teaching and Teacher Education. 26(4), pp. 957 - 964. https://doi.org/10.1016/j.tate.2009.10.037
AuthorsRiley, Philip John, Lewis, Ramon and Brew, Christine
Abstract

Teachers (n = 233) who employ aggressive classroom management strategies were asked to theorise about their use. Levels of support for three theoretical explanations for aggressive behaviour were assessed via a 26 item scale. The items loaded to three factors: Attribution Theory; Efficacy Theory and Attachment Theory. Results indicated most teachers, 42%, supported Attribution, 34% supported Efficacy, and 33% supported Attachment as an explanation for aggressive behaviour. Moreover, 14% of teachers support all theories simultaneously, whilst 27% of teachers rejected all theories. The implications of these findings are that many teachers may be theoretically blind when it comes to classroom management: hence re- rather than pro-active. The importance of this finding for professional development providers and future qualitative research design is discussed.

Year2010
JournalTeaching and Teacher Education
Journal citation26 (4), pp. 957 - 964
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2009.10.037
Scopus EID2-s2.0-77649335738
Page range957 - 964
Research GroupSchool of Education
Place of publicationUnited Kingdom
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