Factors influencing Indonesian teachers’ use of proactive classroom management strategies

ABSTRACT

Despite policy initiatives to ban use of corporal punishment, some teachers still use punitive classroom management strategies in countries like Indonesia. With the urgent need for teachers to use evidence-based strategies to address challenging behaviours, it is important to understand the factors that may predict teachers’ likelihood to employ proactive practices. This study examined the influence of teacher attributions for student behaviour problems, teacher self-efficacy in classroom management, and teachers’ background variables in their likelihood to use proactive classroom behaviour management strategies in a sample of 582 primary school teachers in Indonesia. Data was collected using self-report questionnaires. Regression analysis indicated that teacher self-efficacy in classroom management, teacher attribution to family-related factors, and teachers’ participation in teacher professional learning programmes predicted Indonesian teachers’ reported use of proactive strategies in managing student behaviour. Implications for future research and teacher professional learning programmes for Indonesian teachers are discussed.

KEYWORDS:

• Classroom behaviour management
• proactive
• teacher attribution
• teacher self-efficacy
• professional learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Pramesti Pradna Paramita

Pramesti Pradna Paramita was pursuing Doctoral studies in the Faculty of Education, Monash University, Australia. She is a lecturer in the Faculty of Psychology, Universitas Airlangga, Indonesia. Her areas of research include inclusive education, classroom behaviour management, and positive behaviour support.

Umesh Sharma

Umesh Sharma is Professor and Academic Head (Educational Psychology and Inclusive Education) in the Faculty of Education, Monash University, Australia. His areas of research include inclusive education in developing countries and positive behaviour support. He is the Chief Co-Editor of the Australasian Journal of Special Education and the Oxford Encyclopaedia of Inclusive and Special Education.

Angelika Anderson

Angelika Anderson is Associate Professor in the School of Psychology, University of Waikato, New Zealand. Her areas of research include effective novel behavioural interventions, addressing behaviours of concern in applied settings, and promoting evidence-based practice in early childhood and inclusive education.

Stella Laletas

Stella Laletas is an endorsed educational psychologist, teacher and lecturer in inclusive education at Monash University, Faculty of Education. Her research areas include teacher education and leadership in inclusive education and promoting whole school approaches to social and emotional learning in inclusive education in early childhood, primary and secondary settings.