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
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