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The relationship of secondary school teachers' discipline style and classroom discipline
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Type
Thesis
Author
Tan, Emerald Kim-mooi
Supervisor
Wee, Joo Kiat
Toh, Kok Aun
Abstract
The main concern of the study investigated the relationship between classroom discipline and the styles of discipline of 196 teachers from six secondary schools in Singapore. Seven other sub-questions were also investigated. They are :
1) Is there a significant difference between the discipline style of male and female teachers?
2) Is there a significant difference between the discipline style of non-graduate and graduate teachers?
3) Is there a significant difference between the discipline style of less experienced teachers and more experienced teachers?
4) Is there a difference between the discipline style of lower and upper secondary teachers?
5) Is there a difference in the frequency of disruptive behaviour between male and female students?
6) Is there a difference in the frequency of disruptive behaviour between lower and upper secondary students?
7) Is there a difference in the frequency of disruptive behaviour between Express and Normal stream students?
The study measured the teachers' discipline style with the Beliefs on Discipline Inventory and the classroom occurrences of seven categories of discipline problems through observations done by teachers participating in the study. The seven categories of discipline problems are :
1) deviant talking ;
2) motor behaviour (at desk) ;
3) vandalism ;
4) non-attending or disobeying ;
5) aggression ;
6) gross motor behaviour (out of desk) ;
7) lack of respect for self and others.
The data were analysed through the use of the Pearson Product Moment Correlation for the main question and the t-test for Related Measures for the sub-questions. The .05 level of confidence was set for all analyses.
The analyses of the data showed that there were significant negative correlations between teacher discipline style and six categories of classroom discipline problems at the .05 level. There was no significant correlation between teacher discipline style and vandalism. Also, the analysis revealed that there was no significant difference in mean discipline style between male and female teachers, between non-graduate and graduate teachers and between lower and upper secondary school teachers. There was, however significant difference between the mean discipline style of teachers with less teaching experience and those with more. The analysis further revealed that except for deviant talking, there was significant differences in the mean occurrences of the other six categories of classroom discipline between male and female students. Also, except for lack of respect for self and others, there were significant differences in the mean occurrences of the other six categories of discipline problems between lower and upper secondary students. Further, with the exception of lack of respect for self and others and vandalism, there was no significant difference in the mean occurrences of the other five categories of discipline problems between the Express Stream and Normal Stream students.
1) Is there a significant difference between the discipline style of male and female teachers?
2) Is there a significant difference between the discipline style of non-graduate and graduate teachers?
3) Is there a significant difference between the discipline style of less experienced teachers and more experienced teachers?
4) Is there a difference between the discipline style of lower and upper secondary teachers?
5) Is there a difference in the frequency of disruptive behaviour between male and female students?
6) Is there a difference in the frequency of disruptive behaviour between lower and upper secondary students?
7) Is there a difference in the frequency of disruptive behaviour between Express and Normal stream students?
The study measured the teachers' discipline style with the Beliefs on Discipline Inventory and the classroom occurrences of seven categories of discipline problems through observations done by teachers participating in the study. The seven categories of discipline problems are :
1) deviant talking ;
2) motor behaviour (at desk) ;
3) vandalism ;
4) non-attending or disobeying ;
5) aggression ;
6) gross motor behaviour (out of desk) ;
7) lack of respect for self and others.
The data were analysed through the use of the Pearson Product Moment Correlation for the main question and the t-test for Related Measures for the sub-questions. The .05 level of confidence was set for all analyses.
The analyses of the data showed that there were significant negative correlations between teacher discipline style and six categories of classroom discipline problems at the .05 level. There was no significant correlation between teacher discipline style and vandalism. Also, the analysis revealed that there was no significant difference in mean discipline style between male and female teachers, between non-graduate and graduate teachers and between lower and upper secondary school teachers. There was, however significant difference between the mean discipline style of teachers with less teaching experience and those with more. The analysis further revealed that except for deviant talking, there was significant differences in the mean occurrences of the other six categories of classroom discipline between male and female students. Also, except for lack of respect for self and others, there were significant differences in the mean occurrences of the other six categories of discipline problems between lower and upper secondary students. Further, with the exception of lack of respect for self and others and vandalism, there was no significant difference in the mean occurrences of the other five categories of discipline problems between the Express Stream and Normal Stream students.
Date Issued
1986
Call Number
LB3011 Tan
Date Submitted
1986