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Relations Among Beginning Teachers’ Self-Reported Aggression, Unconscious Motives, Personality, Role Stress, Self- Efficacy And Burnout

  • Philip Riley
  • Helen M. G. Watt
  • Paul. W. Richardson
  • Nilusha De Alwis
Part of the Advances in Learning Environments Research book series (ALER, volume 3)

Abstract

Disturbing evidence documenting some teachers’ aggressive classroom management (mis)behaviour is growing. Relative to the importance of this issue, the level of research activity into the area is small (Sava, 2002). Writing about teacher aggression is widespread in the non-English literature: in France, Romania, Russia, and Spain (Sava, 2002). Reports have also appeared in Australia (Lewis & Riley, 2009), China and Israel (Lewis, Romi, Katz, & Qui, 2008), Poland (Piekarska, 2000), Scotland (Munn, Johstone, & Sharp, 2004), and Japan (Treml, 2001). In Europe, the term didactogeny has been coined for the experience of “a faulty education that harms children” medically, psychologically, or educationally (Sava, 2002, p. 1008).

Keywords

Emotional Exhaustion Classroom Management Attachment Theory Attachment Anxiety Secondary Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Sense Publishers 2012

Authors and Affiliations

  • Philip Riley
  • Helen M. G. Watt
  • Paul. W. Richardson
  • Nilusha De Alwis

There are no affiliations available

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