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ERIC Number: ED516849
Record Type: Non-Journal
Publication Date: 2010
Pages: 158
Abstractor: As Provided
ISBN: ISBN-978-1-1097-3366-2
Mediating Effects of Student-Teacher Relationships on Student Externalizing Behaviors and the Development of a Teacher Handbook
Safford-McClure, Tonia M.
ProQuest LLC, Psy.D. Dissertation, Alliant International University, San Diego
There is growing concern regarding disruptive, aggressive behaviors in schools. This remains a current issue despite school-wide and targeted interventions implemented with students who manifest externalizing behaviors. The literature review yielded several implications. First, teachers generally indicated that they had received inadequate behavioral management training and reported low self-efficacy in working with children who manifest externalizing behaviors. Second, teachers' perceptions of students who exhibit problematic behaviors appeared to influence the quality of student-teacher relationships. Third, student-teacher relationships were identified as a primary mediator in the manifestation of externalizing type behaviors. Based on research findings, the purpose of the current project was to create a handbook specifically for educators who are managing student externalizing behaviors. The handbook provides an overview of externalizing behaviors, special education law, and strategies that educators can utilize to create a positive classroom climate, enhance student-teacher relationships, and reduce the frequency of externalizing type behaviors. The doctoral project report details the field-testing methodology utilized to elicit expert reviewer feedback regarding the accuracy of the handbook content and educator reviewer feedback regarding the practicability (usefulness) of the handbook. Five expert reviewers and 12 educator reviewers, primarily from southern California, participated in the study. Overall, expert reviewers indicated that the content of the handbook was accurate and easy to read. Educator reviewers generally indicated that the information in the handbook was easy to read, useful, and practical. The general consensus across participants was that the handbook was a tool that educators could utilize to maintain a positive classroom environment, engender positive student-teacher relationships, and aid in reducing problematic classroom behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California