Teachers' democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs

By Orit Almog, Z. Shechtman. 2007

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/17824d349309753a8c44efab67a602a5d78db709

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “Typically, student misbehaviour includes student distractibility, hyperactivity, social rejection, disobedience and hostile aggression (Almog & Shechtman, 2007 ), all of which are exacerbated by frequent, negative interactions of great intensity.”
Measuring teacher efficacy to implement inclusive practices (2012, background): “In another Israeli study of 33 teachers, Almog and Shechtman (2007) established that there were positive correlations between teacher democratic beliefs, teacher efficacy and effective strategies to work with students with difficult behaviour problems.”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “…management domain, this finding may signify differences between teachers’ classroom management efficacy perceptions and their actual strategy usage, and highlights the gap between teachers’ hypothetical knowledge and the application of this knowledge in the classroom (Almog & Shechtman, 2007).”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “Teacher efficacy is shown to have significant impact upon a wide range of educational outcomes, including effective instruction (Hoy and Woolfolk, 1993), proactive and positive classroom management (Woolfolk, 2007), teacher effort (Almog and Shechtman, 2007; Bandura, 1986), high expectations for stu”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…empirical evidence suggests that when educators have a resilient sense of self-efficacy, they are more likely to successfully deal with challenging student behavior and to persist longer than teachers who lack such beliefs (e.g., Almog & Shechtman, 2007; Lambert, McCarthy, O’Donnell, & Wang, 2009).”