Journal article

Teachers' conflict management styles: The role of attachment styles and classroom management efficacy

Morris-Rothschild B, Brassard M ...see all

JOURNAL OF SCHOOL PSYCHOLOGY, vol. 44, issue 2 (2006) pp. 105-121

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Abstract

Constructive conflict management strategies are important in maintaining
a positive classroom environment yet little is known about interpersonal
or school variables associated with teachers I use of such strategies
with students. Teachers high in self-reported classroom management
efficacy (CMEFF) and security of attachment (low on avoidance, anxiety)
were predicted to endorse use of positive classroom management
strategies (e.g., integrating, compromising) more than insecure teachers
and those low in CMEFF. Teachers (N=283) from eleven schools (seven
elementary), largely female and white, responded to a questionnaire in
their boxes (29.4% response rate). School and teacher demographic
variables were included in a multivariate regression after preliminary
analysis suggested that ignoring the multilevel structure of the data
made little difference in results; school variances were small compared
with teacher variances. CMEFF and years teaching had positive,
significant effects on use of integrating and compromising strategies,
while avoidance had negative effects on both and anxiety on integrating
strategies. Implications for teacher development are discussed. (c) 2006
Society for the Study of School Psychology. Published by Elsevier Ltd.
All rights reserved.

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Authors

  • B K Morris-Rothschild

  • M R Brassard

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