Classroom Management Styles and Personality Variables of Teachers and Education Majors: Similarities and Differences.

Autor/in	Smith, Douglas K.
Titel	Classroom Management Styles and Personality Variables of Teachers and Education Majors: Similarities and Differences.
Quelle	(1981), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Techniques; Discipline Policy; Discipline Problems; Dogmatism; Education Majors; Induction; Locus of Control; Personality Traits; Sex Differences; Student Behavior; Teacher Behavior; Teacher Characteristics; Teachers; Teaching Styles + Suchen Sie Ihr Suchwort? Klassenführung; Disziplinarmaßnahme; Dogmatismus; Induktion; Induktive Methode; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sex difference; Geschlechtsunterschied; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil
Abstract	This study: (1) examined approaches of teacher education majors and experienced regular classroom teachers to classroom misbehavior; (2) compared the two groups on selected personality variables (locus of control, Machiavellianism, dogmatism, state-trait anxiety); and (3) examined the relationship of classroom management style to these personality variables. The classroom management styles of 158 experienced teachers and 155 education majors were examined using a questionnaire based on the induction-sensitization paradigm of socialization. The results of the personality measures indicated that the inductive approach to management was associated with an internal locus of control and openness to new ideas for the education majors. This study has demonstrated that experienced classroom teachers and teacher education majors approach student misbehavior in very similar ways. Gender differences, although present in both groups, were stronger for the education majors. Detailed analyses of these results and suggestions for future research are provided. (Author/CJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01