An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management.

Abstract

The way in which behaviour is perceived and managed by teachers can influence the classroom environment. The current study examined teachers’ perceptions of the cause of school behavioural problems and the effectiveness of positive behavioural interventions. It also examined the level of formal training participants have received in behaviour management. Results indicated that a number of participants perceived school behavioural problems to be caused by external factors such as parenting and that these behaviours are controllable by the students. Results also indicated that a number of teachers believe positive behavioural interventions do not work despite the research that indicates that they do. Teachers also report receiving minimal formal training in behaviour management or ongoing professional development in the area which is likely to influence their perceptions and classroom management practice. Results are discussed in terms of teacher training and professional development and the current work of the Ministry of Education’s Positive Behaviour 4 Learning (PB4L) initiative.