Exploring Links Between Early Childhood Educators' Psychological Characteristics and Classroom Management Self-Efficacy Beliefs

被引：22

作者：

Bullock, Amanda ^{[1
]}

Coplan, Robert J. ^{[1
]}

Bosacki, Sandra ^{[2
]}

机构：

[1] Carleton Univ, Dept Psychol, Ottawa, ON K1S 5B6, Canada

[2] Brock Univ, Dept Educ, St Catharines, ON L2S 3A1, Canada

来源：

CANADIAN JOURNAL OF BEHAVIOURAL SCIENCE-REVUE CANADIENNE DES SCIENCES DU COMPORTEMENT | 2015年 / 47卷 / 02期

关键词：

early childhood educator; self-efficacy; classroom management; experience; personality; TEACHER EFFICACY; PRESERVICE TEACHERS; PRESCHOOL-CHILDREN; IN-SERVICE; PERSONALITY; BEHAVIOR; BURNOUT; SENSE; CARE; AGGRESSION;

D O I：

10.1037/a0038547

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study explored the predictive relations among early childhood educators' years of teaching experience, personality traits, and classroom management self-efficacy belief. Participants were n = 395 early childhood educators (ECEs) from preschools and childcare centres located primarily in Ontario, Canada. Results showed positive relations between years of teaching experience and classroom management self-efficacy. As well, ECEs' personality predicted their classroom management self-efficacy above and beyond years of teaching experience. Higher levels of extraversion and openness to experience were found to uniquely predict greater classroom management self-efficacy. Results are discussed in terms of the implications for improving ECEs' classroom management self-efficacy.

引用

页码：175 / 183

页数：9

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