Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the Responsive Classroom Approach

1. Primary-Grade Teachers’ Self-Efficacy
Beliefs, Attitudes toward Teaching,
and Discipline and Teaching Practice
Priorities in Relation to the Responsive
Classroom Approach
Sara E. Rimm-Kaufman
Brook E. Sawyer, University of Virginia
The Elementary School Journal (V. 104, No. 4) University
of Chicago (2004)
Akbar Jan (15) & Sajid Ali (02)

2. Responsive Classroom
Approach (RC) (Definition)
The Responsive Classroom approach to
teaching emphasizes academic, social, and
emotional growth in a strong school
community.
Founded by Northeast Foundation of
Children

3. Cause
1. Low Financial reward for teaching
2. Budget shortfalls
3. Grate range of abilities among children
in classroom
4. Increased pressure associated with
accountability

4. Effect
1. One third of new teachers leave the
profession within 3 years.
2. Other leave just after entering in teaching
profession.
3. Teachers’ dissatisfaction with their jobs.
4. Less positive attitude toward teaching.

5. Purpose of the Study
To examine the degree to which RC
implementation predicted teachers’ self-
efficacy beliefs, attitudes toward teaching
discipline and teaching priorities.

6. Teachers’ Beliefs,
Attitudes, and Priorities
1. Teachers’ beliefs, attitudes, and priorities
are linked to classroom behavior.
2. Confident teacher deals with difficult
situations effectively.
3. Less confident can’t handle difficult
situations properly and take students’
behavior personally.

7. Teachers’ Self-Efficacy
Beliefs
1. Self-Efficacy linked to classroom
behavior.
2. Teachers with self-efficacy will produce
more positive results.
Students
Bidirectional
Teachers
Influencing Both
Teacher transmit their
qualities into students

8. Teachers’ Satisfaction:
Attitude toward Teaching
Stressors
1. Students, 2. Principals, 3. Parents
Constant stressors prevent teachers from
concentrating on their long terms goals.
(NCES, 1997) Surveyed 50,000 teachers.
Results suggest that teachers feel satisfied if
they get support form stressors.

9. Teaching Practices
1. (NICHDECCRN, 2002) reported positive
results with high-quality social and
instructional learning.
2. Some practices by teachers:
1. Emotional support for learning
2. Instructional support for learning
3. Corrective comments and modeling
behavior.
4. Cueing (hint) practice

10. RC Practices
1. Morning Meeting
1. Builds a community
2. Rules and Logical Consequences
1. Enhances self-control and sense of
responsibility for their actions.
3. Academic Choice
1. Choice based activity

11. RC Expected Results
1. Creates feelings of belongs, foster their
social skills.
2. Promotes self-reliance and builds sense
of classroom/school community.
3. Increases sense of responsibility.
4. Helps them to be invested in learning.

12. Research Questions
1. How do teachers’ attitudes and belief
change as a function of RC
implementations?
2. How do teachers’ attitudes and belief serve
as mechanism of change in children’s
academic and social skills?
3. How do schoolwide adaptation and
implementation of the RC approach relate to
children’s social and academic outcomes?

13. Method
1. Q-sort questionnaire (“subjectivity” that is, their
viewpoint) exercises were sent to teachers to
assess:
1. RC practices
2. RC training
3. Use of RC resources
4. Self-efficacy
5. Attitudes towards teaching
6. Discipline
7. Teaching practices

14. Sample Size
Description Intervention
School
Comparison
School
No. Schools 3 3
No. of
Teachers
34 35
% of Teacher 48.6% 50%

15. Distribution of Questions
1. Demographic and classroom Description
questionnaire.
2. Classroom practices measure
3. Teacher resource questionnaire
4. Attitude towards teaching as a career
measure.
5. Teachers belief

16. Teacher self-efficacy
measure questions (Sample)
1. Disciplinary self-efficacy: “How much you can
do to get children to follow classroom rules?”
2. Instructional self-efficacy: “How much you
can do to get through the most difficult
students?”
3. Efficacy to create positive school
environment: “How much you can influence
the decision that are made in your schools?”
Albert Bandura

17. References
1. About Responsive Classroom | Responsive Classroom.
(n.d.). Retrieved August 08, 2016, from
https://www.responsiveclassroom.org/about/
2. Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-
Grade Teachers' Self-Efficacy Beliefs, Attitudes toward
Teaching, and Discipline and Teaching Practice
Priorities in Relation to the "Responsive Classroom"
Approach. The Elementary School Journal, 104(4), 321-
341. Retrieved from
http://www.jstor.org/stable/3202945