Naslov
Preschool teacher’s perceived competence in managing challenging behaviors of children

Autori
Beadoin, Kathleen ; Skočić Mihić, Sanja ; Lončarić, Darko

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Knjiga sažetaka 8. međunarodnog znanstvenog skupa Istraživanja u edukacijsko-rehabilitacijskim znanostima = Book of Abstracts of the 8th International Scientific Conference Research in Education and Rehabilitation Sciences / Milković, Marina ; Doležal, Dalibor ; Hržica, Gordana ; Stošić, Jasmina - Zagreb : Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 2012, 211-211

ISBN
978-953-6418-71-8

Skup
Međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima (8 ; 2012)

Mjesto i datum
Zagreb, Hrvatska, 27.09.2012. - 29.09.2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Preschool teachers ; Challenging behaviors ; Competences

Sažetak
Preschool teachers encounter a variety of challenging behaviors such as internalizing behaviors (e.g. withdrawn behavior, poor interpersonal interactions) and externalizing behaviors (aggressive behavior, showing off, teasing, displaying a temper, being demanding …). ese behaviors interfere with the instructional routines of the classroom and the learning that occurs therein. e sense of competence that teachers hold regarding their ability to manage the challenging behaviors of children can affect the formation of relationships in the group, group dynamics and the atmosphere or climate in the classroom. e aim of this study was to examine the perceptions held by educators regarding their own competency for managing the challenging behaviors of children and to identify the factors that affect these beliefs. e study was conducted on a sample of 204 teachers working in DV Rijeka kindergarten. A rating scale of competence in managing challenging behaviors was created and used in this research. Factor analysis revealed a one-factor structure and scales showed good psychometric properties. e resulting factor is called self-assessed competencies in managing challenging behaviors and refers to the competence of preventing challenging behaviors, applying intervention and working with other professionals and parents. Preschool teacher assessment of their own competence in managing challenging behaviors is explained by the level of support they have when faced with children’s challenging behaviors and with their classroom management education. Participants with a higher level of support and education in classroom management estimate themselves more competent in managing challenging behaviors. e results suggest possible lower levels of competence of preschool teachers in managing challenging behaviors and the need for more education. Possible reasons for these findings may be insufficient theoretical and practical knowledge about classroom management in Croatian professional and scientific literature.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

Napomena
Znanstveni niz = Scientific series ; knj. 22.

POVEZANOST RADA