TEACHERS’ SELF-EFFICACY IN HANDLING AGGRESSIVE BEHAVIOUR AMONG KINDERGARTEN CHILDREN
Aggressive behaviour among kindergarten children is not something new in the world of education. Whether they like it or not, kindergarten teachers have to accept the fact that it is part of their job to face as well as to handle aggressive behaviour among children in kindergarten. Even though mos...
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| 主要な著者: | , , , |
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| フォーマット: | Proceeding |
| 言語: | English |
| 出版事項: |
iated.org
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| 主題: | |
| オンライン･アクセス: | http://ir.unimas.my/id/eprint/35647/1/aggressive2.pdf http://ir.unimas.my/id/eprint/35647/ https://iated.org/concrete3/paper_detail.php?paper_id=90085 https://iated.org/concrete3/paper_detail.php?paper_id=90085 |
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| 要約: | Aggressive behaviour among kindergarten children is not something new in the world of education.
Whether they like it or not, kindergarten teachers have to accept the fact that it is part of their job to face
as well as to handle aggressive behaviour among children in kindergarten. Even though most of the inservice
kindergarten teachers are trained, scant attention has been paid to their self-efficacy as well as
its sources in terms of handling aggressive children, especially in Malaysian setting. The objective of
this study was to identify the level and sources of kindergarten teachers’ self-efficacy in handling
aggressive behaviour among children in kindergarten. Using the simple random sampling technique,
responses to sense of self-efficacy and its sources of influence when handling aggressive behaviour
among children in kindergarten were sought from 768 in-service kindergarten teachers across Malaysia
via e-mail. Based on the finding of this study, Emotional Self-efficacy has the highest overall mean
followed by Cognitive Self-efficacy and Behavioural Self-efficacy. In terms of sources of influence on
kindergarten teachers self-efficacy, Mastery Experience contributed the highest effect followed by
Verbal Persuasion and considered as prominent predictors. Thus, it is suggested that in-house training
for in-service kindergarten teachers explicitly address these sources of self-efficacy. With better training
opportunity and continuous professional development for in-service kindergarten teachers regarding
their self-efficacy (Emotional, Cognitive, and Behavioural) in handling aggressive behaviour among
children in kindergarten, it will be a win-win situation for both the teachers as well as the children. |
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