Reducing reality shock: The effects of classroom management skills training on beginning teachers

被引：183

作者：

Dicke, Theresa ^{[1
]}

Elling, Jill ^{[1
]}

Schmeck, Annett ^{[1
]}

Leutner, Detlev ^{[1
]}

机构：

[1] Univ Duisburg Essen, Essen, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 48卷

关键词：

Reality shock; Classroom management training; Teacher stress; Beginning teachers; HEAD-START SETTINGS; SELF-EFFICACY; EMOTIONAL EXHAUSTION; JOB-SATISFACTION; BEHAVIOR MANAGEMENT; RANDOMIZED-TRIAL; BURNOUT; STRESS; PERFORMANCE; COMPETENCE;

D O I：

10.1016/j.tate.2015.01.013

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N = 97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education. (C) 2015 Published by Elsevier Ltd.

引用

页码：1 / 12

页数：12

共 85 条

[1]

Al-Zubi Z. H., 2013, European Journal of Business and Social Sciences, V2, P140

[2]

[Anonymous], LEHRER SCHULER INTER

[3]

[Anonymous], 1998, BURNOUT COMPANION ST

[4] Job resources boost work engagement, particularly when job demands are high [J].