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Teacher Self-Efficacy in Responding to Problem Behavior: Strategies and Supports

Lawson, Leanna (2020) Teacher Self-Efficacy in Responding to Problem Behavior: Strategies and Supports. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Teachers encounter escalating emotions and problem behaviors of students in their
classrooms regularly. The interactions between students and teachers result in a range of outcomes
that impact future relationships between teachers and students, student engagement in learning,
and the climate of the learning environment. Therefore, it is important to develop an understanding
of effective strategies to de-escalate student emotions and problem behavior. Also, training and
supporting teachers in ways that increase their capabilities and confidence to manage complex
interactions in the classroom is critical. Self-efficacy research rooted in Bandura’s (1977, 1997)
work identified four theoretical sources: mastery experiences, vicarious experiences, verbal and
social persuasion, and emotional and physiological states that promote confidence in one’s
performance. Teachers shared their confidence level in using self-identified strategies to de
escalate students’ emotions and problem behavior. In addition, teachers shared the ways they
learned to use the strategies. The ways that teachers learned strategies informed the sources of
self-efficacy that influenced teachers’ confidence specific to de-escalating students’ emotions and
problem behaviors. The findings of the study demonstrate that all four sources of self-efficacy
influenced teachers’ capabilities and confidence in responding to students’ escalating emotions
and problem behavior. Additionally, training and supports for teachers designed around Bandura’s
(1977, 1997) sources of self-efficacy may foster both the capabilities and confidence in using
strategies to de-escalate students’ emotions and problem behavior.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Lawson, Leannalll45@pitt.edulll450000-0002-6098-7236
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKerr, Mary
Committee MemberValenti,
Committee MemberSrsic,
Date: 2 September 2020
Date Type: Publication
Defense Date: 29 June 2020
Approval Date: 2 September 2020
Submission Date: 27 July 2020
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 84
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: disruptive behavior, alternative education, classroom behavior management
Date Deposited: 02 Sep 2020 15:11
Last Modified: 02 Sep 2020 15:11


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