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

Book chapter

Riley, Philip, Watt, Helen, Richardson, Paul and De Alwis, Nilusha. (2012). Relations among beginning teachers' self-reported aggression, unconscious motives, personality, role stress, self efficacy and burnout. In Interpersonal relationships in education: an overview of contemporary research pp. 151 - 166 Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_10
AuthorsRiley, Philip, Watt, Helen, Richardson, Paul and De Alwis, Nilusha
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).

Page range151 - 166
Year2012
Book titleInterpersonal relationships in education: an overview of contemporary research
PublisherSense Publishers
Place of publicationThe Netherlands
ISBN9789460919374
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-6091-939-8_10
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8970v/relations-among-beginning-teachers-self-reported-aggression-unconscious-motives-personality-role-stress-self-efficacy-and-burnout

Log in to edit

Restricted files

Publisher's version

  • 114
    total views
  • 0
    total downloads
  • 7
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Job satisfaction of teachers and their principals in relation to climate and student achievement
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip and Waldeyer, Julia. (2019). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology. 111(7), pp. 1 - 13. https://doi.org/10.1037/edu0000409
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals
Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584
Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships
Maxwell, Aimee and Riley, Philip. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management, Administration & Leadership. 45(3), pp. 484 - 502. https://doi.org/10.1177/1741143215607878
Early career teacher attrition in Australia: inconvenient truths about new public management
Gallant, Andrea and Riley, Phil. (2017). Early career teacher attrition in Australia: inconvenient truths about new public management. Teachers and Teaching: Theory and Practice. 23(8), pp. 896 - 913. https://doi.org/10.1080/13540602.2017.1358707
Emotional demands, emotional labour and occupational outcomes in school principals modelling the relationships
Maxwell, Aimee and Riley, Phil. (2017). Emotional demands, emotional labour and occupational outcomes in school principals modelling the relationships. Educational Management, Administration & Leadership. 45(3), pp. 484 - 502. https://doi.org/10.1177/1741143215607878
What kind of future do we want for our children? Principal Health and Wellbeing Survey reveals a disturbing picture
Riley, Philip John. (2016). What kind of future do we want for our children? Principal Health and Wellbeing Survey reveals a disturbing picture. Independent Education. 46(1), pp. 10 - 11.
Effects of support on stress and burnout in school principals
Beausaert, Simon, Froehlich, Dominik E., Devos, Christelle and Riley, Philip John. (2016). Effects of support on stress and burnout in school principals. Educational Research. 58(4), pp. 347 - 365. https://doi.org/10.1080/00131881.2016.1220810
Is 'Mentoring' the right word? A case study into praxis in the field
Gallant, Andrea, Kelchtermans, Geert and Riley, Philip. (2015). Is 'Mentoring' the right word? A case study into praxis in the field. Annual meeting of the American Educational Research Association (AERA). United States of America: American Educational Research Association. pp. 1 - 7
Early career teacher attrition: New thoughts on an intractable problem
Gallant, Andrea and Riley, Philip. (2014). Early career teacher attrition: New thoughts on an intractable problem. Teacher Development: An International Journal of Teachers' Professional Development. 18(4), pp. 562 - 580. https://doi.org/10.1080/13664530.2014.945129
Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics
Riley, Philip. (2013). Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics. Pastoral Care in Education. 31(2), pp. 112 - 129. https://doi.org/10.1080/02643944.2013.774043
The complexities of school leadership: Many boundaries to cross
Riley, Philip John. (2013). The complexities of school leadership: Many boundaries to cross. In In J. Langan-Fox and C. Cooper (Ed.). Boundary-spanning in organizations: Network, influence, and conflict pp. 187 - 205 Routledge. https://doi.org/10.4324/9780203488058
Afterword: The teaching fantasia
Newberry, Melissa, Gallant, Andrea and Riley, Philip. (2013). Afterword: The teaching fantasia. In In M. Newberry, A. Gallant and P. Riley (Ed.). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning pp. 271 - 277 Emerald Group Publishing Limited.
The emotional labour of the aspirant leader: Traversing school politics
Gallant, Andrea and Riley, Philip. (2013). The emotional labour of the aspirant leader: Traversing school politics. In In M. Newberry, A. Gallant and P. Riley (Ed.). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning pp. 81 - 97 Emerald Group Publishing Limited.
Bullying, stress and health in school principals and medical professionals: Experiences at the 'front-line'
Riley, Philip and Langan-Fox, Janice. (2013). Bullying, stress and health in school principals and medical professionals: Experiences at the 'front-line'. In In R. J. Burke, S. Fox and C. L. Cooper (Ed.). Human frailties: Wrong turns on the drive to success pp. 181 - 199 Gower Publishing.
Investigating teachers' explanations for aggressive classroom discipline strategies in China and Australia
Riley, Philip, Lewis, Ramon and Wang, Bingxin. (2013). Investigating teachers' explanations for aggressive classroom discipline strategies in China and Australia. Educational Psychology : An international journal of experimental educational psychology. https://doi.org/10.1080/01443410.2012.662151
The impact of teachers' aggressive management techniques on students' attitudes to schoolwork
Romi, Shlomo, Lewis, Ramon, Roache, Joel and Riley, Philip John. (2011). The impact of teachers' aggressive management techniques on students' attitudes to schoolwork. Journal of Educational Research. 104(4), pp. 231 - 240. https://doi.org/10.1080/00220671003719004
Measuring student support for participative assessment and related strategies :Development and testing of the Beliefs about Participative Assessment Instrument
Riley, Philip and Brew, Christine. (2011). Measuring student support for participative assessment and related strategies :Development and testing of the Beliefs about Participative Assessment Instrument. Australian Journal of Teacher Education. 36(4), pp. 33 - 52. https://doi.org/10.14221/ajte.2011v36n4.4
Exploring the nature of teachers' professional learning
Loughran, John, Berry, Amanda, Clemans, Allie, Keast, Stephen, Miranda, Bianca, Parr, Graham, Riley, Philip and Tudball, Elizabeth. (2011). Exploring the nature of teachers' professional learning. In In A. Lauriala, R. Rajala and O. Ylitapio-Mäntylä (Ed.). Navigating in educational contexts: Identities and cultures in dialogue pp. 92 - 102 Sense Publishers. https://doi.org/10.1007/978-94-6091-522-2_7
The impact of teachers' aggressive management techniques on students' attitudes to schoolwork and teachers' in Australia, China, and Israel
Riley, Philip, Romi, Shlomo, Lewis, Ramon and Roache, Joel. (2011). The impact of teachers' aggressive management techniques on students' attitudes to schoolwork and teachers' in Australia, China, and Israel. The Journal of Educational Research. 104(4), pp. 231 - 240.
Why did you do that? Teachers explain the use of legal aggression in the classroom
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
Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders
Riley, Philip John. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders.
Leading professional learning in schools: Emotion in action
Riley, Philip John, Mitchell, Jane and Loughran, John. (2010). Leading professional learning in schools: Emotion in action. Teacher Development. 14(4), pp. 533 - 547. https://doi.org/10.1080/13664530.2010.533495
An adult attachment perspective on the student-teacher relationship & classroom management difficulties
Riley, Phil. (2009). An adult attachment perspective on the student-teacher relationship & classroom management difficulties. Teaching and Teacher Education. 25(5), pp. 626 - 635. https://doi.org/10.1016/j.tate.2008.11.018
The development and testing of a time-limited mentoring model for experienced school leaders
Riley, Phil. (2009). The development and testing of a time-limited mentoring model for experienced school leaders. Mentoring and Tutoring: Partnership in Learning. 17(3), pp. 233 - 249. https://doi.org/10.1080/13611260903050163
Education students and their teachers: Comparing views on participative assessment practices
Riley, Philip John, Brew, Christine and Walta, Caroline. (2009). Education students and their teachers: Comparing views on participative assessment practices. Assessment and Evaluation in Higher Education.
Teacher misbehaviour
Riley, Philip and Lewis, Ramon. (2009). Teacher misbehaviour. In The international handbook of research on teachers pp. 417 - 432 Springer. https://doi.org/10.1007/978-0-387-73317-3_27
Consciousness structures and attachment responses to strange situations
Riley, Phil and Gallant, Andrea. (2008). Consciousness structures and attachment responses to strange situations. Asia Journal of Global Studies. 2(1), pp. 16 - 25.