Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher’s behaviour, and pre-service training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of pre-service teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by pre-service teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems.
Main, S., & Hammond, L. (2008). Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy. Australian Journal of Teacher Education, 33(4). https://doi.org/10.14221/ajte.2008v33n4.3