ERIC Number: EJ1077481
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: N/A
Factors Affecting Female Teachers' Attitudes toward Help-Seeking or Help-Avoidance in Coping with Behavioral Problems
Inbar-Furst, Hagit; Gumpel, Thomas P.
Psychology in the Schools, v52 n9 p906-922 Nov 2015
Questionnaires were given to 392 elementary school teachers to examine help-seeking or help-avoidance in dealing with classroom behavioral problems. Scale validity was examined through a series of exploratory and confirmatory factor analyses. Using a series of multivariate regression analyses and structural equation modeling, we identified predictors of motivational goals, predictors of attitudes toward help-seeking or help-avoidance, and a model of teachers' attitudes toward help-seeking or help-avoidance. Results revealed four types of attitudes. Two reflected a positive approach to seeking help, but for different reasons: the first is intended to end the confrontation rapidly, and the second strives to develop new coping abilities. Also, two avoidant behaviors intended to avoid seeking help were revealed: one from fear of failure, and the other from a desire to deal with the problems independently. These four positions support a model of teacher help-seeking, where seeking or avoiding help arises from a combination of implicit theories, efficacy beliefs, and motivational goals. Suggestions for further research into motivational factors of teachers when seeking help in coping with behavioral problems are suggested, as well as a call for a renewed consideration of the effectiveness of teacher support mechanisms.
Descriptors: Females, Women Faculty, Questionnaires, Teacher Attitudes, Elementary School Teachers, Help Seeking, Student Behavior, Behavior Problems, Factor Analysis, Regression (Statistics), Structural Equation Models, Predictor Variables, Goal Orientation, Motivation, Coping, Fear, Failure, Helping Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A