Teachers' Thinking about Classroom Management: The Explanatory Role of Self-Reported Psychosocial Characteristics

The aim of the current study was to expand upon research related to classroom management of student discipline problems by examining whether teachers' thinking about student aggressive classroom behavior and classroom management practices varied as a function of psychosocial characteristics. The first goal was to examine whether teachers experiencing higher levels of stress and burnout, and lower efficacy, rated student behavior as more severe and problematic and endorsed the use of punitive techniques. The second goal was to consider teacher psychosocial factors as possible moderators of the relationship between thinking patterns and use of punitive classroom management. Using a sample of 121 middle school teachers from 11 public schools in Southwestern Virginia, results partially supported hypotheses. Findings are discussed in terms of relevant literature related to educational climate, classroom management practices, and occupational stress in the teaching profession.