Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour

By Penny Clunies-Ross, Emma Little *, M. Kienhuis. 2008

505 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0e087d42aedf48a752c3ee1c923a01bd5a350414

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Research further demonstrates that teachers spend a substantial amount of their time on behavior management and that the use of ineffective, reactive strategies causes heightened levels of stress (Clunies-Ross et al. 2008).”
Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, background): “Clunies-Ross, Little, & Kienhuis, 2008 ; Hastings & Bham, 2003 ; Lewis, 1999 ; Maslach & Leiter, 1999 ) as well as more general stressors such as time pressures, administrative demands, lack of human and technical resources and a perceived imbalance between efforts and rewards (e.”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “These disruptive behaviors may ripple through the entire classroom and have been suggested to cause elevated levels of stress and emotional exhaustion in teachers (Clunies-Ross et al., 2008; Kokkinos et al., 2004; Spilt & Koomen, 2009; Tsouloupas et al., 2010).”
Teachers’ perceptions of disruptive behaviour in schools: a psychological perspective (2016, background): “Clunies-Ross, Little, and Kienhuis (2008) conducted a study of teacher stress in Australia, and likewise identified student misbehaviour as a key stressor.”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, result): “…explain variance in the stress response(s) is in line with previous research showing that these stress causes are perceived as most stressful (Clunies-Ross et al., 2008) particularly by BTs (Borg & Riding, 1991), and are related to teacher burnout (Burke, Greenglass, & Schwarzer, 1996;…”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, background): “Teacher self-report is recognised as a valuable research tool (Clunies-Ross, Little, and Kienhuis 2008; Desimone 2009) with strong relationships between teachers’ self-reported and observed behaviour in the classroom being reported elsewhere (Clunies-Ross, Little, and Kienhuis 2008; Desimone 2009;…”