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Lookup NU author(s): Emeritus Professor Simon Gibbs
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
In this paper we contend that an understanding of teachers’ attributions and efficacy beliefs should provide a basis of support for teachers who are concerned about their ability to manage children’s classroom behaviour. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence (from consultation and interventions with teachers) of ways that applied psychologists have contributed to the professional well-being and resilience of teachers.
Author(s): Gibbs S, Miller A
Publication type: Article
Publication status: Published
Journal: Teachers and Teaching : Theory and Practice
Year: 2014
Volume: 20
Issue: 5
Pages: 609-621
Online publication date: 03/10/2013
Acceptance date: 13/04/2013
Date deposited: 28/02/2012
ISSN (print): 1354-0602
ISSN (electronic): 1470-1278
Publisher: Routledge
URL: http://dx.doi.org/10.1080/13540602.2013.844408
DOI: 10.1080/13540602.2013.844408
Notes: The paper follows the lead author's participation in a series of ESRC Seminars ('An inter-disciplinary inquiry into the nature of resilience in teachers: Retention and effectiveness in times of change') hosted by the Universities of Nottingham and Oxford.
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