Determinants of Teachers’ Decision to Help Students with Behaviour Problems

Abstract

The present study explored the link between teachers’ perceptions of students’ problem behaviours, their emotional reactions, and their likelihood to help such students. One hundred and thirty five teachers responded to four written vignettes which depicted students with either aggressive or withdrawal behaviours. The effects of teacher gender and the nature of problem behaviours in male and female students on teacher's willingness to help were also explored. Results showed that teachers were least sympathetic and most angry with aggressive students. These students were more likely to be held responsible for their behaviours. Teachers were, however, willing to help all students regardless of their problems. Female teachers were more willing to help students than male teachers. The results supported the “empathy‐altruism” hypothesis with regard to helping behaviour. The influence of role expectation of teachers in the context of Chinese culture was also discussed.