Student Misbehavior and Teacher Persistence Among Beginning and Veteran Teachers
Document Type
Article
Publication Date
7-1-2010
Abstract
Classroom management is an inevitable issue that affects classrooms across the globe. The foundation for a successful learning experience classroom management, as defined by Doyle (1986), is the progression of strategies teachers utilize to promote order, student engagement and learning. Rising attrition rates among first year teachers raises the questions, what are the effects of classroom management on first year teachers and are they different from veteran teachers? The purpose of this research is to examine whether beginning teachers' attitudes towards child misbehavior could predict their persistence in the teaching profession. Also the study investigated if there were significant differences in student misbehavior between beginning and veteran teachers. © Common Ground, Courtney Caples, Mary Nell McNeese.
Publication Title
International Journal of Learning
Volume
17
Issue
6
First Page
427
Last Page
436
Recommended Citation
Caples, C.,
McNeese, M.
(2010). Student Misbehavior and Teacher Persistence Among Beginning and Veteran Teachers. International Journal of Learning, 17(6), 427-436.
Available at: https://aquila.usm.edu/fac_pubs/20928