Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour

TLDR

The study examined how primary school teachers’ use of proactive and reactive classroom management strategies relates to teacher stress and student behaviour. The study surveyed 97 Melbourne primary teachers with questionnaires on demographics, student misbehaviour, management strategies, and stress, and observed 20 teachers to record actual strategy use and student on‑task behaviour, then matched observation and questionnaire data. Results showed that teachers’ self‑reports accurately reflect actual practice, that minor student misbehaviours are common and consume much teacher time, and that reliance on reactive strategies is associated with higher teacher stress and lower student on‑task behaviour, underscoring the need for improved management practices.

Abstract

This study investigated the relationship between primary school teachers' self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.