Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach
Abstract
In this study we examined the ways in which experience with a relational approach to education, the Responsive Classroom (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.
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The PSTQ has demonstrated acceptable psychometric properties in extant research.
“The PTSQ has demonstrated acceptable psychometric properties in extant research [75], as well as in the present study (α = .81).”
From Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS) (2022) · cites this paper as [75]
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Does negative teacher behavior influence student self-efficacy and mastery goal orientation?
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- Authors
- Rimm-Kaufman, S. E., & Sawyer, B. E.
- Affiliations
- University of Virginia (US)
- ORCID
- Sawyer, Brook E.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2004-03
- Volume
- 104
- Issue
- 4
- Pages
- 321-341
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W1965587560
- Cited by
- 325
- References
- 39
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 8 · 2023: 15 · 2022: 22 · 2021: 7 · 2020: 54 · 2019: 18 · 2018: 11 · 2017: 22 · 2016: 21 · 2015: 13 · 2014: 23 · 2013: 18 · 2012: 18
- FWCI
- 25.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Elementary School Journal (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- Responsive Classroom, teacher self-efficacy, teacher attitudes toward teaching, classroom discipline, primary school teachers, early childhood education, school change, program implementation
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