ERIC Number: ED408136
Record Type: RIE
Publication Date: 1997-Mar
Beliefs Regarding Classroom Management Style: Differences between Male & Female, Urban & Rural Secondary Level Teachers.
Martin, Nancy K.; And Others
This study represents a continuation of research efforts to further refine the Attitudes & Beliefs on Classroom Control (ABCC) Inventory, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. Data were collected utilizing the ABCC, selected subscales of the 16 Personality Factor Questionnaire (16PF), and demographics. The subject pool was composed of 154 certified high school teachers employed by three high schools in two public school districts in the southwest United States. The majority of the subjects were female (60 percent) and from urban school districts (74 percent). Rural teachers were significantly more controlling and interventionist on the instructional management subscale, which addresses aspects of classroom management such as monitoring seatwork, structuring daily routines, and allocating materials. Urban teachers were significantly more interventionist on the people management subscale, which pertains to teachers' beliefs about students as persons and what teachers do to enable them to develop. Differences on the behavior management subscale, which includes providing feedback, commenting on behavior, and giving directions, did not reach significance. No significant differences by gender were found on any of the three ABCC subscales. Evidently, the teaching setting is more of a factor than gender in determining one's beliefs about classroom management style at the high school level. Contains 25 references and 7 tables and figures. (Author/TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, March 24-28, 1997).