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
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
收藏
页码:1 / 12
页数:12
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