The Relationship between Classroom Management Profiles and Related Teacher Stress: A Latent Profile Analysis

Autor/in	Baker, Kirsten M.
Titel	The Relationship between Classroom Management Profiles and Related Teacher Stress: A Latent Profile Analysis
Quelle	(2022), (65 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Columbia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1274-1
Schlagwörter	Hochschulschrift; Dissertation; Middle School Teachers; Teacher Behavior; Classroom Techniques; Stress Variables; Relationship; Profiles; Expectation; Psychological Patterns; Social Support Groups; Classroom Environment; Positive Reinforcement; Negative Reinforcement; Teacher Response; Coping; Emotional Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Klassenführung; Wechselbeziehung; Charakterisierung; Profilanalyse; Expectancy; Erwartung; Social support; Soziale Unterstützung; Klassenklima; Unterrichtsklima; Negative Verstärkung; Lehrerkommentar; Bewältigung
Abstract	The study was a latent profile analysis of teacher classroom management styles. The data used were derived from a randomized control trial that examined the efficacy of the CHAMPS behavior management program on middle school teachers. There were 187 teachers in this study recruited from Midwestern schools. A latent profile analysis was conducted and revealed a four-class solution. The first class was indicative of the "typical" teacher with moderate ratings of emotional support, classroom structure, and teaching expectations. Additionally, they had low rates of praise, opportunities to respond, and reprimands. The second class was the "ineffective" profile. Teachers in this profile exhibited moderate ratings of emotional support and classroom structure. However, they exhibited low rates of praise, high rates of reprimands, low rates of opportunities to respond, and low ratings of teaching classroom expectations. The third profile was categorized as "proficient." Teachers in the proficient profile earned high ratings of emotional support, moderate ratings of classroom structure, and high ratings of teaching classroom expectations. They also exhibited moderate rates of praise and opportunities to respond as well as a low rate of reprimands. The fourth class was categorized as "superior." Teachers in this profile had high ratings of emotional support, classroom structure, and teaching expectations. They also had high rates of praise, low rates of reprimands, and very high rates of opportunities to respond. Linear regressions were conducted to determine if certain factors influenced profile membership. Results revealed that lower stress and higher coping ratings were associated with membership in the proficient profile. Additionally, low teacher emotional exhaustion was associated with membership in the superior profile. Classroom atmosphere ratings were associated with the ineffective profile when atmosphere ratings were negative as well as the proficient and superior profiles when classroom atmosphere ratings were more positive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01