Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions

References

• Admiraal, W. 2020. “A Typology of Student-Teachers’ Coping with Stressful Classroom Events.” European Journal of Education 3 (1): 1–19. Retrieved from. https://revistia.org/index.php/ejed/article/view/5185
   Google Scholar
• Aldrup, K., U. Klusmann, O. Lüdtke, R. Göllner, and U. Trautwein. 2018. “Student Misbehavior and Teacher well-being: Testing the Mediating Role of the teacher-student Relationship.” Learning and Instruction 58: 126–136. doi:10.1016/j.learninstruc.2018.05.006.
   Web of Science ®Google Scholar
• Arble, E., A. M. Daugherty, and B. Arnetz. 2019. “Differential Effects of Physiological Arousal following Acute Stress on Police Officer Performance in a Simulated Critical Incident.” Frontiers in Psychology 10: 759. doi:10.3389/fpsyg.2019.00759.
   PubMed Web of Science ®Google Scholar
• Aulén, A. M., E. Pakarinen, T. Feldt, and M. K. Lerkkanen. 2021. “Teacher Coping Profiles in Relation to Teacher well-being: A Mixed Method Approach.” Teaching and Teacher Education 102: 103323. doi:10.1016/j.tate.2021.103323.
   Web of Science ®Google Scholar
• Baumann, M. R., J. A. Sniezek, and C. A. Buerkle. 2001. “Self-evaluation, Stress, and Performance: A Model of Decision Making under Acute Stress.” In Linking Expertise and Naturalistic Decision Making, edited by E. Salas and G. Klein, 139–158, Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Brackett, M. A., M. Bertoli, N. Elbertson, E. Bausseron, R. Castillo, and P. Salovey. 2013. “Emotional Intelligence.” In Handbook of Cognition and Emotion, edited by M. Robinson, E. Watkin, and E. Harmon-Jones, 365–382. New York: Gilford Press.
   Google Scholar
• Chen, C. C., T. W. Farmer, J. V. Hamm, D. S. Brooks, D. Lee, K. Norwalk, K. Lambert, M. Dawes, B. Sterrett, and K. Rizzo. 2020. “Emotional and Behavioral Risk Configurations, Students with Disabilities, and Perceptions of the Middle School Ecology.” Journal of Emotional and Behavioral Disorders 28 (3): 180–192. doi:10.1177/1063426619866829.
   Web of Science ®Google Scholar
• Clunies‐Ross, P., E. Little, and M. Kienhuis. 2008. “Self‐reported and Actual Use of Proactive and Reactive Classroom Management Strategies and Their Relationship with Teacher Stress and Student Behaviour.” Educational Psychology 28 (6): 693–710. doi:10.1080/01443410802206700.
   Web of Science ®Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 7th ed. Abingdon, Oxon: Routledge. doi:10.1037/0022-3514.66.6.1128.
   Google Scholar
• Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
   Google Scholar
• Derryberry, D., and M. A. Reed. 1994. “Temperament and Attention: Orienting Toward and Away from Positive and Negative Signals.” Journal of Personality and Social Psychology, 66 (6): 1128–1130. doi:10.1037/0022-3514.66.6.1128.
   PubMed Web of Science ®Google Scholar
• Doyle, W. 1986. “Classroom Organization and Management.” In Handbook of Research on Teaching, edited by M. C. Wittrock, 392–431. 4th ed. New York: McMillan.
   Google Scholar
• Doyle, W. 2006. “Ecological Approaches to Classroom Management.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. Evertson and C. Weinstein, 97–125, Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Elias, M. J., and Y. Schwab. 2013. “From Compliance to Responsibility: Social and Emotional Learning and Classroom Management.” In Handbook of Classroom Management, 319–352. Abingdon, Oxon: Routledge.
   Google Scholar
• Emmer, E. T., and L. M. Stough. 2001. “Classroom Management: A Critical Part of Educational Psychology, with Implications for Teacher Education.” Educational Psychologist 36 (2): 103–112. doi:10.1207/S15326985EP3602_5.
   Web of Science ®Google Scholar
• Flanagan, J. C. 1954. “The Critical Incident Technique.” Psychological Bulletin 31 (4): 123–154. https://www.apa.org/pubs/databases/psycinfo/cit-article.pdf.
   Google Scholar
• Friedman, I. A. 2006. “Classroom Management and Teacher Stress and Burnout.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 925–944, Lawrence Erlbaum Associates Publishers.
   Google Scholar
• García-Carmona, M., M. D. Marín, and R. Aguayo. 2019. “Burnout Syndrome in Secondary School Teachers: A Systematic Review and meta-analysis.” Social Psychology of Education 22 (1): 189–208. doi:10.1007/s11218-018-9471-9.
   Web of Science ®Google Scholar
• Goleman, D. 1995. Emotional Intelligence. New York: Bantam Books.
   Google Scholar
• Gross, J. J. 1998. “Antecedent-and response-focused Emotion Regulation: Divergent Consequences for Experience, Expression, and Physiology.” Journal of Personality and Social Psychology 74 (1): 224. doi:10.1037/0022-3514.74.1.224.
   PubMed Web of Science ®Google Scholar
• Gross, J. J., and R. A. Thompson. 2007. “Emotion Regulation: Conceptual Foundations.” In Handbook of Emotion Regulation, edited by J. J. Gross, 3–24. New York, NY: Guilford Press.
   Google Scholar
• Hanif, R., S. Tariq, and M. Nadeem. 2011. “Personal and Job Related Predictors of Teacher Stress and Job Performance among School Teachers.” Pakistan Journal of Commerce and Social Sciences 5 (2): 31–329. http://www.jespk.net/publications/66.pdf.
   Google Scholar
• Jiang, J., M. Vauras, S. Volet, and Y. Wang. 2016. “Teachers’ Emotions and Emotion Regulation Strategies: Self-and Students’ Perceptions.” Teaching and Teacher Education 54: 22–31. doi:10.1016/j.tate.2015.11.008.
   Web of Science ®Google Scholar
• Kasperski, R., and O. Crispel. 2021. “Preservice Teachers’ Perspectives on the Contribution of simulation-based Learning to the Development of Communication Skills.” Journal of Education for Teaching 1–14. doi:10.1080/02607476.2021.2002121.
   Web of Science ®Google Scholar
• Kounin, J. S. 1970. Discipline and Group Management in Classrooms. New York: Holt, Rinehart & Winston.
   Google Scholar
• Kyriacou, C. 2011. “Teacher Stress: From Prevalence to Resilience.” In Handbook of Occupational Health Psychology, edited by J. Quick and L. Tetrick, 161–173, Washington, DC: American Psychological Association‏‏.
   Google Scholar
• Kyriacou, C., and J. Sutcliffe. 1977. “Teacher Stress: A Review.” Educational Review 29 (4): 299–306. doi:10.1080/0013191770290407.
   Web of Science ®Google Scholar
• Lampert, M. 1985. “How Do Teachers Manage to Teach? Perspectives in Practice.” Harvard Educational Review 55 (2): 178–194. doi:10.17763/haer.55.2.56142234616x4352.
   Web of Science ®Google Scholar
• Lampert, M. 2001. Teaching Problems and the Problems of Teaching. Yale University Press, New Haven, CT.
   Google Scholar
• Lazarus, R. S., and S. Folkman. 1984. Stress, Appraisal, and Coping. New York: Springer.‏
   Google Scholar
• Levin, O., and H. Flavian. 2020. “Simulation-based Learning in the Context of Peer Learning from the Perspective of Preservice Teachers: A Case Study.” European Journal of Teacher Education 1–22. doi:10.1080/02619768.2020.1827391.
   Web of Science ®Google Scholar
• Lewis, R. 2001. “Classroom Discipline and Student Responsibility: The Students’ View.” Teaching and Teacher Education 17 (3): 307–319. doi:10.1016/S0742-051X(00)00059-7.
   Web of Science ®Google Scholar
• McCarthy, C. J., R. G. Lambert, M. O’Donnell, and L. T. Melendres. 2009. “The Relation of Elementary Teachers’ Experience, Stress, and Coping Resources to Burnout Symptoms.” The Elementary School Journal 109 (3): 282–300. doi:10.1086/592308.
   Web of Science ®Google Scholar
• McCarthy, C. J., S. Lineback, and J. Reiser. 2015. “Teacher Stress, Emotion, and Classroom Management.” In Handbook of Classroom Management. 2nd ed., edited by E. Emmer and E. Sabornie, 301–321. Abingdon, Oxon: Routledge.
   Google Scholar
• McRae, K., and J. J. Gross. 2020. “Emotion Regulation.” Emotion 20 (1): 1–9. doi:10.1037/emo0000703.
   PubMed Web of Science ®Google Scholar
• Miller, A. 2006. “Contexts and Attributions for Difficult Behaviour in English Classrooms.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 1093–1120. Mahwah, NJ: Erlbaum.
   Google Scholar
• Mitchell, B. S., R. G. Hirn, and T. J. Lewis. 2017. “Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior.” Teacher Education and Special Education 40 (2): 140–153. doi:10.1177/0888406417700961.
   Web of Science ®Google Scholar
• Montuoro, P., and R. Lewis. 2015. “Student Perceptions of Misbehavior and Classroom Management.” In Handbook of Classroom Management. 2nd ed., edited by E. Emmer and E. Sabornie, 344–362. Abingdon, Oxon: Routledge.
   Google Scholar
• Rabbitt, P., and V. Abson. 1990. “‘Lost and Found’: Some Logical and Methodological Limitations of Self‐report Questionnaires as Tools to Study Cognitive Ageing.” British Journal of Psychology 81 (1): 1–16. doi:10.1111/j.2044-8295.1990.tb02342.x.
   PubMed Web of Science ®Google Scholar
• Reyna, C., and B. Weiner. 2001. “Justice and Utility in the Classroom: An Attributional Analysis of the Goals of Teachers’ Punishment and Intervention Strategies.” Journal of Educational Psychology 93 (2): 309. doi:10.1037/0022-0663.93.2.309.
   Web of Science ®Google Scholar
• Romano, M. E. 2006. ““Bumpy Moments” in Teaching: Reflections from Practicing Teachers.” Teaching and Teacher Education 22 (8): 973–985. doi:10.1016/j.tate.2006.04.019.
   Web of Science ®Google Scholar
• Skaalvik, E. M., and S. Skaalvik. 2017. “Dimensions of Teacher Burnout: Relations with Potential Stressors at School.” Social Psychology of Education 20 (4): 775–790. doi:10.1007/s11218-017-9391-0.
   Web of Science ®Google Scholar
• Soodak, L. C., and M. R. McCarthy. 2006. “Classroom Management in Inclusive Settings.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 461–489, Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Sutton, R. E., R. Mudrey-Camino, and C. C. Knight. 2009. “Teachers’ Emotion Regulation and Classroom Management.” Theory into Practice 48 (2): 130–137. doi:10.1080/00405840902776418.
   Web of Science ®Google Scholar
• Vanlommel, K., R. Van Gasse, J. Vanhoof, and P. Van Petegem. 2017. “Teachers’ decision-making: Data Based or Intuition Driven?” International Journal of Educational Research 83: 75–83. doi:10.1016/j.ijer.2017.02.013.
   Web of Science ®Google Scholar
• Van Mieghem, A., K. Verschueren, K. Petry, and E. Struyf. 2020. “An Analysis of Research on Inclusive Education: A Systematic Search and Meta Review.” International Journal of Inclusive Education 24 (6): 675–689. doi:10.1080/13603116.2018.1482012.
   Web of Science ®Google Scholar
• Wang, H., N. C. Hall, and J. L. Taxer. 2019. “Antecedents and Consequences of Teachers’ Emotional Labor: A Systematic Review and meta-analytic Investigation.” Educational Psychology Review 31 (3): 663–698. doi:10.1007/s10648-019-09475-3.
   Web of Science ®Google Scholar
• Wang, H., S. Y. Lee, and N. C. Hall. 2022. “Coping Profiles among Teachers: Implications for Emotions, Job Satisfaction, Burnout, and Quitting Intentions.” Contemporary Educational Psychology 68: 102030. doi:10.1016/j.cedpsych.2021.102030.
   Web of Science ®Google Scholar
• Wettstein, A., S. Schneider, and R. La Marca. 2021. “Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom.” In Frontiers in Education, 344. Frontiers Media SA. doi:10.3389/feduc.2021.681258.
   Google Scholar
• Wolff, C. E., H. Jarodzka, and H. P. Boshuizen. 2020. “Classroom Management Scripts: A Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events.” Educational Psychology Review 1–18. doi:10.1007/s10648-020-09542-0.
   Web of Science ®Google Scholar
• Yariv, E. 2010. Yesh li eynayim bagav! Tipul beva’ayot hitnahagut beveit hasefer [I’ve got eyes in the back of my head: Dealing with behavioral problems in schools. Reches Educational Projects. [ Hebrew].
   Google Scholar
• Yariv, E., and M. Goldberg. 2020. “Emotional Hijacking’ in the Classroom: Teachers’ Aggressive Responses during Stressful Situations.” Rav Gvanim 19: 144–168. Hebrew
   Google Scholar